The document provides an introduction to wilderness therapy programs for troubled adolescents. It discusses the brief history of wilderness therapy, how programs generally work in three phases from cleansing to transition, why wilderness therapy is effective through connecting with nature and facing challenges, and provides a guide to some leading wilderness therapy programs in the US.
1. To be able to differentiate, apply and identify the various models of nursing theories and approaches in all phases of life.
2. To know the essential value of formal nursing conceptual models and understand the provision of a shared view of the metaparadigm concepts (person, environment, health and nursing).
3. Be able to focus on nursing's role: to work with patients to manage their health problems/life processes.
Florence Nightingale's environmental theory emphasized the importance of the physical environment on patient health and recovery. The theory stated that nurses should control and alter environmental factors like ventilation, warmth, cleanliness, noise and diet to support the patient's natural healing process. Nightingale developed this theory based on her experiences as a nurse during the Crimean War, where she observed the impact of the hospital environment on patient mortality rates. Her theory shaped the development of modern nursing by establishing the role of nurses in managing the patient's physical surroundings.
Roy Adaptation Theory is a nursing theory developed by Sister Callista Roy that views humans as adaptive systems. The theory proposes that people constantly interact with a changing environment and strive for adaptation in four modes: physiological, self-concept, role function, and interdependence. Nursing aims to promote positive adaptation through assessing a patient's behaviors and environmental interactions to enhance coping and remove ineffective responses.
Florence Nightingale developed the environmental theory of nursing in the 1850s based on her experiences as a nurse in the Crimean War. She believed the environment strongly influences health outcomes. Her theory outlined 13 canons focusing on ventilation, light, noise, hygiene and other environmental factors. Nightingale viewed the nurse's role as controlling and manipulating the patient's environment to support recovery. Her theory established the foundations of modern nursing by emphasizing the importance of environmental assessment, intervention and evaluation of outcomes.
Florence Nightingale established the foundations of modern nursing in the 1800s. Her nursing philosophy was based on understanding how a patient's environment impacts their health. She believed the nurse's role is to control environmental factors like ventilation, light, cleanliness, noise, and diet to enhance a patient's recovery. Nightingale used observation and experience to develop her theory that the nurse manages a patient's internal and external environments. Her principles of environmental control and evidence-based practice remain highly influential to nursing today.
This document summarizes two nursing theories - Human Caring Theory and Role Theory - and their application to clinical practice. Human Caring Theory, developed by Jean Watson, focuses on compassionate care, dignity, and healing relationships between nurses and patients. Role Theory examines how individuals behave in social and work situations. The document compares the key concepts of each theory and provides examples of how they inform nursing assessments, diagnoses, and interventions. It also discusses areas where further research is needed, such as boundaries in caring relationships.
This document provides an overview of Dorothea Orem's Self-Care Deficit Theory of Nursing. Some key points:
- Orem's theory focuses on people's ability to care for themselves and maintain their own health and well-being. When people have deficits in self-care ability, nursing can provide care.
- Major concepts include self-care, self-care agency, self-care requisites, nursing agency, and nursing systems. Nursing systems are designed based on a person's self-care deficits.
- There are three types of nursing systems: wholly compensatory (nurse does all care), partly compensatory (nurse assists with some care), and supportive-educative
1. To be able to differentiate, apply and identify the various models of nursing theories and approaches in all phases of life.
2. To know the essential value of formal nursing conceptual models and understand the provision of a shared view of the metaparadigm concepts (person, environment, health and nursing).
3. Be able to focus on nursing's role: to work with patients to manage their health problems/life processes.
Florence Nightingale's environmental theory emphasized the importance of the physical environment on patient health and recovery. The theory stated that nurses should control and alter environmental factors like ventilation, warmth, cleanliness, noise and diet to support the patient's natural healing process. Nightingale developed this theory based on her experiences as a nurse during the Crimean War, where she observed the impact of the hospital environment on patient mortality rates. Her theory shaped the development of modern nursing by establishing the role of nurses in managing the patient's physical surroundings.
Roy Adaptation Theory is a nursing theory developed by Sister Callista Roy that views humans as adaptive systems. The theory proposes that people constantly interact with a changing environment and strive for adaptation in four modes: physiological, self-concept, role function, and interdependence. Nursing aims to promote positive adaptation through assessing a patient's behaviors and environmental interactions to enhance coping and remove ineffective responses.
Florence Nightingale developed the environmental theory of nursing in the 1850s based on her experiences as a nurse in the Crimean War. She believed the environment strongly influences health outcomes. Her theory outlined 13 canons focusing on ventilation, light, noise, hygiene and other environmental factors. Nightingale viewed the nurse's role as controlling and manipulating the patient's environment to support recovery. Her theory established the foundations of modern nursing by emphasizing the importance of environmental assessment, intervention and evaluation of outcomes.
Florence Nightingale established the foundations of modern nursing in the 1800s. Her nursing philosophy was based on understanding how a patient's environment impacts their health. She believed the nurse's role is to control environmental factors like ventilation, light, cleanliness, noise, and diet to enhance a patient's recovery. Nightingale used observation and experience to develop her theory that the nurse manages a patient's internal and external environments. Her principles of environmental control and evidence-based practice remain highly influential to nursing today.
This document summarizes two nursing theories - Human Caring Theory and Role Theory - and their application to clinical practice. Human Caring Theory, developed by Jean Watson, focuses on compassionate care, dignity, and healing relationships between nurses and patients. Role Theory examines how individuals behave in social and work situations. The document compares the key concepts of each theory and provides examples of how they inform nursing assessments, diagnoses, and interventions. It also discusses areas where further research is needed, such as boundaries in caring relationships.
This document provides an overview of Dorothea Orem's Self-Care Deficit Theory of Nursing. Some key points:
- Orem's theory focuses on people's ability to care for themselves and maintain their own health and well-being. When people have deficits in self-care ability, nursing can provide care.
- Major concepts include self-care, self-care agency, self-care requisites, nursing agency, and nursing systems. Nursing systems are designed based on a person's self-care deficits.
- There are three types of nursing systems: wholly compensatory (nurse does all care), partly compensatory (nurse assists with some care), and supportive-educative
Exploring Adventure Therapy as an Early Intervention for Struggling AdolescentsWill Dobud
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Research poster: Community-based Research to Address Asthma Management and Prevention. Read the full story: http://sc-ctsi.org/index.php/news-dev/the-most-powerful-weapon-against-asthma-is-education#.UeNOeWRARhU
View the booklet now "What you can do about your child's asthma" - http://sc-ctsi.org/assets/asthma/flash-booklet/
This SC CTSI-supported study was developed by: Marisela Robles, MS; Katrina Kubicek, MA; Michele D. Kipke, PhD - SC Clinical and Translational Science Institute and Children’s Hospital Los Angeles; Neal Richman, PhD; Saba Firoozi, MPH - BREATHE California of Los Angeles County; Charlene Chen, MHS; Hannah Valino, MPH - COPE Health Solutions.
Learn more about SC CTSI at USC and CHLA: http://sc-ctsi.org/
The Child and Family Institute aims to purchase Great Hollow Wilderness School to expand their mental health services. The wilderness program has helped many children through therapeutic, academic, and adventure activities. Purchasing the property would allow CFI to create new programs addressing issues like bullying, obesity, substance abuse, and autism. CFI seeks investors and donors to preserve the natural area and support the community's well-being through these therapeutic programs.
This document summarizes the results of a sabbatical exploring horticultural therapy. The author attended workshops, toured facilities, and conducted research to incorporate horticultural therapy into their curriculum. They found horticultural therapy benefits cognitive, psychological, social, and physical health. It can be used to treat conditions like addiction, depression, and stress. The author aims to integrate this research to better prepare students for careers in human services fields.
The document provides details about a capstone project for a course on practical application of instructional design. The project involves designing a holistic health and nutrition training for members of St. James Presbyterian Church. The training aims to educate learners on how changing their diet and lifestyle can improve health and quality of life. A needs analysis found interest among members of various ages and abilities. The training will use the ADDIE model and cover topics like food consciousness, water consciousness, and smart consumerism. Objectives are written in the affective domain to encourage positive attitudes. The training will be sequenced by concept and use instructional strategies like activities, demonstrations, and procedures to achieve the objectives.
The document summarizes the Parent Child Trauma Recovery Program (PCTRP), which provides advocacy and trauma treatment for protective parents and children exposed to domestic violence. The program combines advocacy services through twice monthly meetings between advocates and clinicians. Advocates accompany parents to legal proceedings and join therapy sessions to explain outcomes. The program aims to increase safety and allow healing in the parent-child relationship through a team approach using advocates and clinicians over 12 weeks. It facilitates parents understanding their children's experiences of trauma and recognizing their protective responses.
The Healthy Mindsets for Super Kids program is a new 10-module program aimed at building resilience in children aged 9-14. Each module uses superhero themes to teach skills related to communication, social skills, anger management, and positive thinking. The program was developed in response to the need for universal prevention programs to build resilience in at-risk children. Two trials of the program showed promising results in improving participants' resilience skills.
This document summarizes research on programs aimed at developing life strategies, emotional intelligence, social skills, and moral development in students. It outlines several studies that found educational programs teaching competencies like emotional regulation, social skills, problem solving, and character development led to benefits like reduced depression, increased social acceptance, and improved academic and job performance. The Appleby College Life Strategies Programme is based on this research showing emotional intelligence and social-emotional learning can be improved through deliberate programs and correlates with occupational success more than grades alone.
Characteristics of Effective Prevention ProgramsAn ounce of p.docxbissacr
Characteristics of Effective Prevention Programs
"An ounce of prevention is worth a pound of cure."
–Benjamin Franklin
Mental health services can target families and couples already experiencing severe problems, those couples and families experiencing common life stage transitions, and even couples and families that have not yet shown any signs of difficulty at all. Primary prevention seeks to intervene with the latter group on a mass scale with the goal of impacting the greatest number of couples and families as possible. As attractive as primary prevention sounds, and equally common-sensical and time-honored, the development and implementation of primary preventative interventions and programs proves difficult. For instance, it is difficult to measure the impact of an intervention or program that seeks to forestall some future outcome that may be one or more years away. Fortunately, much research has been conducted on what constitutes an effective, or good, preventative intervention or program. The dilemma for mental health professionals as a whole, and for you as a future marriage, couple, and family counselor, is how to carve out space in your professional work for the creation and development of prevention programming. This is challenging because in clinical practice, the majority of time and money may be spent on tertiary prevention or remedial counseling.
To prepare for this Discussion, use the Internet to find a prevention program for an area of professional interest. Consider how this program is effective or ineffective using the characteristics of effective programs outlined in the Learning Resources.
Reply
Primary Prevention Program
Example Educating the young about Health Safety
In this week I will discuss Primary prevention, and different characteristics that this program successful produce. Primary prevention is actively involved and aimed at high-risk groups that are not affected by a condition of prevention (Albee, George W., Ryan, Kimberly,1998). In the following reading of preventive care: Sanders, Thompson, and Bidwell use a population approach relating to children making transitions in a primary effort of research (Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K. ,2008). One strong characteristic was multilevel planning, execution, and evaluation relating to the study of comparison communities and Targeted population (Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K.,2008). One example of a primary prevention program would first involve educating one of or exposure to that may occur (case teaching the young adolescents about health and the safety of good health such as using good hygiene or eating right or working out daily).In the several characteristics that may relate to primary prevention may involve risk factors, protective factors, and Variable Risk factors relating to culture, .
The Healing Power of Nature: The need for nature for human health, developmen...BenBeckers
This document summarizes a paper presented at a conference on friluftsliv in Norway. It discusses how people in many Western cultures, especially in the US, now spend far less time in nature than in the past. While the benefits of spending time in nature are known to practitioners of friluftsliv, research is needed to demonstrate these benefits to others. The paper aims to review research from over 30 fields on the positive impacts of nature on human health and well-being. It also discusses several theories for how humans have an inherent need to affiliate with nature.
"The purpose of this e-book is to provide an introductory look at the various types of teen treatment opportunities that have helped thousands of young people and their families overcome issues that traditional public schools or limited outpatient therapy have not been able to adequately address."
The study evaluated the effects of a universal, teacher-led intervention program implemented in Israeli schools prior to rocket attacks, finding that children who received the resilience-focused intervention displayed significantly lower posttraumatic stress and stress/mood symptoms compared to the control group who did not receive the intervention. The teacher-based approach aimed to enhance children's preparedness for mass trauma through education on stress and coping skills training.
This evaluation summarizes the results of a community-based, peer-support trauma recovery program that showed significant improvements in mental health. A total of 98 participants completed validated psychological assessments before and 6 months after the program. Key results included significant reductions in psychological distress, mental health disorders, addiction issues, and dysfunctional parenting behaviors. Participants also reported improvements in health, relationships, and satisfaction with the program. While the study design did not include a control group, the results provide compelling evidence that the peer-support trauma recovery model helped participants in recovering from the effects of childhood trauma.
This document introduces an Integrated Pest Management curriculum for early care and education programs. It was developed by experts from the University of California and the California Department of Pesticide Regulation. The curriculum provides information on integrated pest management and aims to help early education programs implement IPM practices to reduce pest problems and pesticide use, which is encouraged by California's Healthy Schools Act. It explains why IPM is preferable to pesticide use for children's health and facilities. The curriculum covers topics such as pests, pesticides, IPM principles and practices, and how to communicate IPM efforts with staff and parents.
Running head THE SURROGATE ROLE 1THE SURROGATE ROLE 4.docxWilheminaRossi174
Running head: THE SURROGATE ROLE 1
THE SURROGATE ROLE 4
The Surrogate Role
Student Name
Institutional Affiliation
Course
Date
The Surrogate Role
Based on Peplau's theory, the nurse's surrogate role is when they act as a substitute or advocate for another human who is well-recognized to the client, such as a sibling, parent, relative, teacher, or friend. In the process, a client can unconsciously transfer emotions or behaviors attached to the significant other onto the provider/nurse. The nurse responds to help the client to know the differences and similarities between themselves and others (Hagerty et al., 2017). The nurse clarifies the activities that require the patient's independence, dependence on the nurse, and interdependence. In nursing homes or intensive care units, a nurse may become a surrogate when patients depend on nursing care.
This role can be seen throughout the contemporary nursing process and may be leveraged to accurately and appropriately deliver solutions within healthcare. For instance, the surrogate role is witnessed when caring for psychiatric or mental health patients. Within the therapeutic environment, the nurse nurtures an accepting ambiance wherein the client feels secure physically and emotionally, relaxed, and can freely share their thoughts and feelings. Such a situation is achieved if the nurse is honest, friendly, sincere yet firm and non-judgmental to the client (Hagerty et al., 2017).In this environment, the nurse utilizes the principle of psychotherapy to assist the client in recognizing their feelings, emotions, behavior, and thoughts while helping them find solutions to their problems. In nursing homes and intensive care units, the nurse's surrogate role is seen when they act as parent surrogates through activities such as dressing, feeding, bathing, or rubbing the patient. The nurse also helps the patient understand why they could be in pain and assure them of priority given to their well-being.
The nurse focuses on the patient's reactions and the intended health outcomes as the patient progresses toward positive health outcomes. Alongside the surrogate parent, the nurse may be the care provider, the counselor, or the educator in such situations. This scenario allows the nurse to utilize professional knowledge, skill, and education to address a health problem. It is a crucial period for the patient when the nurse serves as the surrogate parent as they identify the nurse as consistently helping, providing empathy, and providing unconditional care. The surrogate role primarily revolves around the nurse-patient relationship during care, necessitating tactful and skillful communication between the nurse and patient (Wasaya et al., 2021). When patients are in critical conditions, such as in an emergency or feeling helpless, the nurse's reassurance as the surrogate parent promotes their overall health and well-being. This way, nurses working in these areas assist patients in regaining t.
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
Faye Glenn Abdellah developed a theory of nursing centered on identifying and solving patients' overt and covert nursing problems using a problem-solving approach. She identified 21 common nursing problems and developed an assessment, diagnosis, planning, implementation, and evaluation framework for addressing these problems. Abdellah's theory focused nursing care on the whole patient and family within their environment.
"Nursing is based on an art and science that mould the attitudes, intellectual competencies, and technical skills of the individual nurse into the desire and ability to help people, sick or well, cope with their health needs." – Abdellah
The Mental Health and Wellbeing Effects of a Walking and Outdoor Activity Based Therapy Project
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The Consciousness-Based Education program makes use of the Transcendental Meditation
technique to systematically and naturally reduce stress and awaken latent creative
potential. The Transcendental Meditation program—a non-sectarian technique—is
implemented in a school during twice a day “quiet time” periods of 15 to 20 minutes.
Exploring Adventure Therapy as an Early Intervention for Struggling AdolescentsWill Dobud
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Research poster: Community-based Research to Address Asthma Management and Prevention. Read the full story: http://sc-ctsi.org/index.php/news-dev/the-most-powerful-weapon-against-asthma-is-education#.UeNOeWRARhU
View the booklet now "What you can do about your child's asthma" - http://sc-ctsi.org/assets/asthma/flash-booklet/
This SC CTSI-supported study was developed by: Marisela Robles, MS; Katrina Kubicek, MA; Michele D. Kipke, PhD - SC Clinical and Translational Science Institute and Children’s Hospital Los Angeles; Neal Richman, PhD; Saba Firoozi, MPH - BREATHE California of Los Angeles County; Charlene Chen, MHS; Hannah Valino, MPH - COPE Health Solutions.
Learn more about SC CTSI at USC and CHLA: http://sc-ctsi.org/
The Child and Family Institute aims to purchase Great Hollow Wilderness School to expand their mental health services. The wilderness program has helped many children through therapeutic, academic, and adventure activities. Purchasing the property would allow CFI to create new programs addressing issues like bullying, obesity, substance abuse, and autism. CFI seeks investors and donors to preserve the natural area and support the community's well-being through these therapeutic programs.
This document summarizes the results of a sabbatical exploring horticultural therapy. The author attended workshops, toured facilities, and conducted research to incorporate horticultural therapy into their curriculum. They found horticultural therapy benefits cognitive, psychological, social, and physical health. It can be used to treat conditions like addiction, depression, and stress. The author aims to integrate this research to better prepare students for careers in human services fields.
The document provides details about a capstone project for a course on practical application of instructional design. The project involves designing a holistic health and nutrition training for members of St. James Presbyterian Church. The training aims to educate learners on how changing their diet and lifestyle can improve health and quality of life. A needs analysis found interest among members of various ages and abilities. The training will use the ADDIE model and cover topics like food consciousness, water consciousness, and smart consumerism. Objectives are written in the affective domain to encourage positive attitudes. The training will be sequenced by concept and use instructional strategies like activities, demonstrations, and procedures to achieve the objectives.
The document summarizes the Parent Child Trauma Recovery Program (PCTRP), which provides advocacy and trauma treatment for protective parents and children exposed to domestic violence. The program combines advocacy services through twice monthly meetings between advocates and clinicians. Advocates accompany parents to legal proceedings and join therapy sessions to explain outcomes. The program aims to increase safety and allow healing in the parent-child relationship through a team approach using advocates and clinicians over 12 weeks. It facilitates parents understanding their children's experiences of trauma and recognizing their protective responses.
The Healthy Mindsets for Super Kids program is a new 10-module program aimed at building resilience in children aged 9-14. Each module uses superhero themes to teach skills related to communication, social skills, anger management, and positive thinking. The program was developed in response to the need for universal prevention programs to build resilience in at-risk children. Two trials of the program showed promising results in improving participants' resilience skills.
This document summarizes research on programs aimed at developing life strategies, emotional intelligence, social skills, and moral development in students. It outlines several studies that found educational programs teaching competencies like emotional regulation, social skills, problem solving, and character development led to benefits like reduced depression, increased social acceptance, and improved academic and job performance. The Appleby College Life Strategies Programme is based on this research showing emotional intelligence and social-emotional learning can be improved through deliberate programs and correlates with occupational success more than grades alone.
Characteristics of Effective Prevention ProgramsAn ounce of p.docxbissacr
Characteristics of Effective Prevention Programs
"An ounce of prevention is worth a pound of cure."
–Benjamin Franklin
Mental health services can target families and couples already experiencing severe problems, those couples and families experiencing common life stage transitions, and even couples and families that have not yet shown any signs of difficulty at all. Primary prevention seeks to intervene with the latter group on a mass scale with the goal of impacting the greatest number of couples and families as possible. As attractive as primary prevention sounds, and equally common-sensical and time-honored, the development and implementation of primary preventative interventions and programs proves difficult. For instance, it is difficult to measure the impact of an intervention or program that seeks to forestall some future outcome that may be one or more years away. Fortunately, much research has been conducted on what constitutes an effective, or good, preventative intervention or program. The dilemma for mental health professionals as a whole, and for you as a future marriage, couple, and family counselor, is how to carve out space in your professional work for the creation and development of prevention programming. This is challenging because in clinical practice, the majority of time and money may be spent on tertiary prevention or remedial counseling.
To prepare for this Discussion, use the Internet to find a prevention program for an area of professional interest. Consider how this program is effective or ineffective using the characteristics of effective programs outlined in the Learning Resources.
Reply
Primary Prevention Program
Example Educating the young about Health Safety
In this week I will discuss Primary prevention, and different characteristics that this program successful produce. Primary prevention is actively involved and aimed at high-risk groups that are not affected by a condition of prevention (Albee, George W., Ryan, Kimberly,1998). In the following reading of preventive care: Sanders, Thompson, and Bidwell use a population approach relating to children making transitions in a primary effort of research (Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K. ,2008). One strong characteristic was multilevel planning, execution, and evaluation relating to the study of comparison communities and Targeted population (Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K.,2008). One example of a primary prevention program would first involve educating one of or exposure to that may occur (case teaching the young adolescents about health and the safety of good health such as using good hygiene or eating right or working out daily).In the several characteristics that may relate to primary prevention may involve risk factors, protective factors, and Variable Risk factors relating to culture, .
The Healing Power of Nature: The need for nature for human health, developmen...BenBeckers
This document summarizes a paper presented at a conference on friluftsliv in Norway. It discusses how people in many Western cultures, especially in the US, now spend far less time in nature than in the past. While the benefits of spending time in nature are known to practitioners of friluftsliv, research is needed to demonstrate these benefits to others. The paper aims to review research from over 30 fields on the positive impacts of nature on human health and well-being. It also discusses several theories for how humans have an inherent need to affiliate with nature.
"The purpose of this e-book is to provide an introductory look at the various types of teen treatment opportunities that have helped thousands of young people and their families overcome issues that traditional public schools or limited outpatient therapy have not been able to adequately address."
The study evaluated the effects of a universal, teacher-led intervention program implemented in Israeli schools prior to rocket attacks, finding that children who received the resilience-focused intervention displayed significantly lower posttraumatic stress and stress/mood symptoms compared to the control group who did not receive the intervention. The teacher-based approach aimed to enhance children's preparedness for mass trauma through education on stress and coping skills training.
This evaluation summarizes the results of a community-based, peer-support trauma recovery program that showed significant improvements in mental health. A total of 98 participants completed validated psychological assessments before and 6 months after the program. Key results included significant reductions in psychological distress, mental health disorders, addiction issues, and dysfunctional parenting behaviors. Participants also reported improvements in health, relationships, and satisfaction with the program. While the study design did not include a control group, the results provide compelling evidence that the peer-support trauma recovery model helped participants in recovering from the effects of childhood trauma.
This document introduces an Integrated Pest Management curriculum for early care and education programs. It was developed by experts from the University of California and the California Department of Pesticide Regulation. The curriculum provides information on integrated pest management and aims to help early education programs implement IPM practices to reduce pest problems and pesticide use, which is encouraged by California's Healthy Schools Act. It explains why IPM is preferable to pesticide use for children's health and facilities. The curriculum covers topics such as pests, pesticides, IPM principles and practices, and how to communicate IPM efforts with staff and parents.
Running head THE SURROGATE ROLE 1THE SURROGATE ROLE 4.docxWilheminaRossi174
Running head: THE SURROGATE ROLE 1
THE SURROGATE ROLE 4
The Surrogate Role
Student Name
Institutional Affiliation
Course
Date
The Surrogate Role
Based on Peplau's theory, the nurse's surrogate role is when they act as a substitute or advocate for another human who is well-recognized to the client, such as a sibling, parent, relative, teacher, or friend. In the process, a client can unconsciously transfer emotions or behaviors attached to the significant other onto the provider/nurse. The nurse responds to help the client to know the differences and similarities between themselves and others (Hagerty et al., 2017). The nurse clarifies the activities that require the patient's independence, dependence on the nurse, and interdependence. In nursing homes or intensive care units, a nurse may become a surrogate when patients depend on nursing care.
This role can be seen throughout the contemporary nursing process and may be leveraged to accurately and appropriately deliver solutions within healthcare. For instance, the surrogate role is witnessed when caring for psychiatric or mental health patients. Within the therapeutic environment, the nurse nurtures an accepting ambiance wherein the client feels secure physically and emotionally, relaxed, and can freely share their thoughts and feelings. Such a situation is achieved if the nurse is honest, friendly, sincere yet firm and non-judgmental to the client (Hagerty et al., 2017).In this environment, the nurse utilizes the principle of psychotherapy to assist the client in recognizing their feelings, emotions, behavior, and thoughts while helping them find solutions to their problems. In nursing homes and intensive care units, the nurse's surrogate role is seen when they act as parent surrogates through activities such as dressing, feeding, bathing, or rubbing the patient. The nurse also helps the patient understand why they could be in pain and assure them of priority given to their well-being.
The nurse focuses on the patient's reactions and the intended health outcomes as the patient progresses toward positive health outcomes. Alongside the surrogate parent, the nurse may be the care provider, the counselor, or the educator in such situations. This scenario allows the nurse to utilize professional knowledge, skill, and education to address a health problem. It is a crucial period for the patient when the nurse serves as the surrogate parent as they identify the nurse as consistently helping, providing empathy, and providing unconditional care. The surrogate role primarily revolves around the nurse-patient relationship during care, necessitating tactful and skillful communication between the nurse and patient (Wasaya et al., 2021). When patients are in critical conditions, such as in an emergency or feeling helpless, the nurse's reassurance as the surrogate parent promotes their overall health and well-being. This way, nurses working in these areas assist patients in regaining t.
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
Faye Glenn Abdellah developed a theory of nursing centered on identifying and solving patients' overt and covert nursing problems using a problem-solving approach. She identified 21 common nursing problems and developed an assessment, diagnosis, planning, implementation, and evaluation framework for addressing these problems. Abdellah's theory focused nursing care on the whole patient and family within their environment.
"Nursing is based on an art and science that mould the attitudes, intellectual competencies, and technical skills of the individual nurse into the desire and ability to help people, sick or well, cope with their health needs." – Abdellah
The Mental Health and Wellbeing Effects of a Walking and Outdoor Activity Based Therapy Project
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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1. THE ASPEN GUIDE TO
The information you
need to make the
best decisions for
WILDERNESS THERAPY your child and your
family.
An introduction to the principles, philosophies, and practices that have
enabled thousands of formerly struggling adolescents and teenagers to
transform their lives and achieve to their greatest potential.
2. Introduction
"Look deep into nature, and then you will understand everything better.”
Albert Einstein (1879-1955)
The destructive power of nature is a staple on many television news broadcasts and Internet
sites, with shaky videos of raging tornadoes or heartbreaking footage of a hurricane’s aftermath
making for compelling viewing.
But professionals working in an innovative and effective branch of the adolescent therapy field
have discovered that the awe-inspiring effects of the natural world aren’t limited to destruction
and devastation.
For decades, wilderness therapists and outdoor educators have been incorporating the healing
and restorative powers of nature into programs designed to help troubled adolescents
overcome personal challenges, regain control over their lives, and put themselves back on the
path to health and happiness.
And though experts have yet to agree on exactly why the wilderness experience works so well,
years of case histories and several studies have documented the dramatic effectiveness of
properly managed and operated therapeutic wilderness education programs.
To provide parents with a comprehensive introduction to wilderness therapy for adolescents,
teens, and young adults, this e-book is organized into the following sections:
Contents
A Brief History of Wilderness Therapy ..……………… Page 2
How Wilderness Programs Work …..…………………… Pages 3-4
Why Wilderness Works .…………………………………….. Pages 5-8
Appendix A: Wilderness Program Guide ………..….. Pages 9-11
Appendix B: About Us ……………………………………….. Page 12
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3. A Brief History of Wilderness Therapy
Following the migration of the Outward Bound program from Europe to the United States in
the 1950s, several programs throughout the country began to incorporate the principles of
wilderness therapy and outdoor education.
According to an article by Stacy B. Shaw that appeared in the Spring 2003 edition of UCLA’s
Undergraduate Psychology Journal, the “noticeable emotional and psychological benefits”
experienced by Outward Bound clients prompted the development of formal wilderness
therapies designed to meet the specific needs of at-risk clinical populations.
Today, hundreds of wilderness experiences are available, with dozens of programs offering
therapeutic treatments for individuals such as adolescent substance abusers and teens with
behavioral disorders.
As Dr. Keith C. Russell of the University of Idaho’s Wilderness Research Center wrote in a 2000
paper entitled “Why Wilderness Therapy Works,” the field has developed “a growing
reputation for economy and therapeutic efficacy when compared with other mental health
services.”
One of the nation’s leading providers of outdoor therapy and wilderness education for
adolescents is the Aspen Education Group, a network programs that offer enlightened,
innovative approaches to help young people who are struggling with behavioral challenges,
emotional issues, or substance abuse.
2
4. How Wilderness Programs Work
Though significant variety can be found among therapeutic wilderness education programs –
influenced, for example, by the philosophies and policies of the providers, as well as by the
specific needs of the clients for whom the programs have been designed – most effective
efforts are constructed around a relatively standard framework.
As Dr. Russell outlined in his research paper, many programs follow a three-phase model:
Phase #1: Cleansing
In this stage, clients are removed from the environments that were conducive to their
unhealthy behaviors, and prepared for their wilderness experience.
The cleansing stage usually involves a healthy diet, physical exercise, and instruction in
basic survival and self-care skills.
Participants in the first stage of a therapeutic wilderness program begin to learn
personal responsibility through the natural consequences of their actions – a concept
that will be strongly reinforced as the process continues.
Phase #2: Personal & Social Responsibility
Building upon the early lessons of the
previous phase, the second stage of a
therapeutic wilderness program
emphasizes the results of an individual’s
actions – for example, students who
don’t learn how to make fire will eat
cold meals, while those who fail to
prepare for rainy weather will get wet.
In addition to developing self-reliance,
students in therapeutic wilderness
programs also learn the value of
effective interpersonal communication
through their interactions with their
field instructors and the other members
of their group.
The close and constant
interdependency at the core of
effective therapeutic wilderness
programs can have effects that are both
immediate and long-lasting.
3
5. Writing about an effective therapist who he observed at the Aspen Achievement
Academy, author Gary Ferguson wrote that he believed that her successes were
founded at least in part by “her willingness to huddle under the tarp in a downpour or
dine with the kids on a few bites of burned beans a ten o’clock at night.”
Phase #3: Transition & Continuing Care
After gaining the insights and achieving the successes that are associated with effective
therapeutic wilderness experiences, participants must then learn how to take their new
healthy behaviors with them as they transition back home.
To accomplish this goal, many programs incorporate family training and education into
their efforts.
As one parent wrote in a testimonial that was posted on the SUWS wilderness
program’s website, “SUWS was an enlightening experience for [our son], one where he
has found confidence, self-worth and feels empowered. My husband and I also … have
learned a lot from the family component of the SUWS philosophy and program.”
The transition and continuing care components of effective therapeutic wilderness
programs also include connecting families with support resources such as program-
related counselors or independent 12-step groups such as Alcoholics Anonymous.
4
6. Why Wilderness Works
In recent years, health care providers have begun to recognize the therapeutic attributes of
nature for treating conditions like attention disorders and depression. Researchers at the
University of Illinois have shown that the greener a child's everyday environment, the more
manageable their symptoms of Attention Deficit Hyperactivity Disorder (ADHD)
In a UK study released in April 2007, a majority of people with mental health disorders reported
that taking a "green walk" accomplished the following:
Decreased their depression (71%)
Reduced their tension (50%)
Increased their self-esteem (90%)
Children & Teens in the Wilderness
Children and teenagers benefit from experiences in nature more than any other population,
particularly in the area of academic performance.
A 2005 study by the American Institutes for Research demonstrated that students in outdoor
science programs improved their science testing scores by 27 percent. Moreover, participation
in outdoor education was directly associated with improved conflict resolution skills and
cooperation.
Many parents are choosing wilderness camps and programs to help their troubled teens.
Adolescence, an angst-ridden period of self-discovery, is the ideal time to discover the lessons
nature can teach. When a teen is immersed into a wilderness experience, this "fresh start"
presents the opportunity to develop a new self-image, a new way of relating to other people
and the environment, and new ways to respond to the challenges of daily life.
In their attempts to discover and describe the reasons behind the successes of therapeutic
wilderness programs, many researchers and experts have noted that the programs feature the
development of intense interpersonal relationships, the opportunity to overcome significant
emotional and physical challenges, and the encouragement to gain a greater understanding of
oneself and one’s place in the world.
Working together in settings that are free of the myriad distractions of today’s stimulation-
intensive world allows considerable growth to occur in relatively short periods of time.
The results can be both dramatic and long-lasting. Jessica H., an alumnus of one of Aspen’s
therapeutic wilderness programs, said that the “complete spiritual journey” she underwent in
the wilderness was literally a life-changing event for her.
5
7. “If I had gone anywhere else I don’t think it would have worked,” Jessica said. “I had never
experienced anything like that in my entire life."
Humans crave a connection with nature. From gardening and horticulture to taking a stroll
through the park or hiking through the mountains, man has found solace in nature for
centuries.
But with a rapidly deteriorating environment, shortage of open spaces, fear of "stranger-
danger" during outdoor playtime, and an emerging culture of technology-obsessed youth,
American life is punctuated by nature deprivation and a disconnect with the world around us.
Although quality time in nature is hard to come by, there are many excellent reasons to make
the great outdoors a part of daily life.
A strong body of research confirms that direct contact with nature increases mental health and
psychological and spiritual development. Benefits include stress reduction, a sense of
coherence and belonging, improved self-confidence and self-discipline, and a broader sense of
community.
Stress Reduction
More than 100 research studies have shown that outdoor recreation reduces stress. In a study
of individuals exposed to stressful videos of accidents, those who watched a subsequent nature
video experienced faster recovery than those who watched a video with other content.
Another study established that a view of nature, even through a window, speeds recovery from
surgery, improves work performance, and increases job satisfaction.
By observing the ever-changing environments in nature, individuals cultivate a positive attitude,
renewed attention, mindfulness, and sensory awareness. In the words of renowned naturalist
and essayist John Burroughs (1837-1921), "I go to nature to be soothed and healed, and to have
my senses put in order."
Finding Meaning & Purpose
Being in nature also bestows a sense of connectedness, meaning, and purpose. There is a sense
of chaotic order in the way nature works; the plants and animals are interconnected in a series
of complex relationships.
Everything coexists in nature without the necessity of outside intervention. It is a system that
has existed successfully since the beginning of time, which provides a sense of structure,
coherence, and reliability for those wise enough to use nature as a model for life.
6
8. Realizing that human beings are an essential component of this larger structure can supply a
sense of purpose and belonging. The wilderness teaches that each individual is unique but also
part of the larger whole.
In a world bogged down by social pressures, standards of conduct, and the demands of others,
nature gives people a chance to appreciate a grander sense that the world is alive, fascinating
and meaningful. This universal appeal crosses all cultures and time periods.
Heightened Awareness & Physical Activity
Outdoor settings beg for activity rather than passivity as the world is best explored on foot.
Hiking through the wilderness merges a heightened sense of awareness of one's surroundings
with the need to take action to move through and be part of nature.
People understand and process environmental information through mapping, exploring, and
interpreting the landscapes, obstacles, and surroundings. This type of physical activity reduces
depression and anxiety, reduces the risk of disease, and improves psychological well-being. In
fact, research suggests outdoor exercise has even more beneficial effect than indoor exercise.
A strenuous trek through mountains or desert can represent both a physical journey and a
journey of self. Spending time in nature's silence better acquaints people with their own
thoughts and feelings, leading to a sense of calm and inner peace.
As expressed by early preservationist and Sierra Club founder John Muir (1838-1914), "Climb
the mountains and get their good tidings. Nature's peace will flow into you as sunshine flows
into trees. The winds will blow their own freshness into you... while cares will drop off like
autumn leaves."
Rising to the Challenge
In nature, people learn that challenge is actually the opportunity to improve oneself, develop
an internal locus of control, and build confidence. Wilderness experiences give people an
optimistic confidence in the predictability of nature and the pace of life, combined with a
healthy ability to surrender control.
Nature-goers learn to trust their innate ability to overcome both expected and unexpected
obstacles and to appreciate that things work out even if they aren't in complete control. In
short, they learn they can cope with whatever comes their way, which in turn builds confidence
and a sense of self-efficacy and achievement.
While rising to a challenge is important for developing self-esteem, shared challenge offers the
added benefits of affiliation, social support, intimacy, and the ability to help others. This sense
of community and intimacy that develops by facing challenges in the company of others
translates into other group settings as well, such as the family unit.
7
9. A Culture of Nature-Deprived Youth
Natural spaces stimulate children's imaginations and creativity, and playing outdoors enhances
cognitive flexibility, problem-solving ability, and self-discipline. However, fewer and fewer
children are availing themselves of the many benefits of the natural world.
For many American children, quality playtime outdoors has been replaced by televisions and
computers indoors.
A Hofstra University survey revealed the following:
70 percent of mothers reported playing outdoors every day when they were young,
compared with only 31 percent of their children.
56 percent of mothers reported that, when they were children, they stayed outside for
three hours at a time or longer, compared with only 22 percent of their children.
A study by Sandra Hofferth at the University of Maryland reported that, from 1997 to 2003,
there was a decline of 50 percent in the number of children ages 9 to 12 who spent time doing
outside activities like hiking, walking, and playing at the beach.
A third study noted that children between the ages of 6 months and 6 years spend an average
of 1.5 hours a day with electronic media, while youth ages 8 to 18 years of age spend an
average of 6.5 hours a day (more than 45 hours each week) with electronic media.
8
10. Wilderness Program Guide
The following are among the nation’s premier therapeutic wilderness programs for teens,
adolescents and young adults.
All of the accredited wilderness programs listed in this section are affiliated with the Aspen
Education Group network of youth treatment programs.
Adirondack Leadership Expeditions
82 Church Street – Saranac Lake, New York 12983
www.adirondackleadership.com
877-252-0869
Adirondack Leadership Expeditions is a wilderness program for troubled teens ages 13 -17. Our
program’s nurturing approach helps adolescents address personal issues, achieve success in a
safe environment and develop their leadership potential. Set in the beautiful Adirondack
Mountains near Saranac Lake, New York, ALE’s leadership expeditions offer individualized
growth plans, flexible lengths of stay, master’s and doctorate level counselors, individual
counseling and a powerful family involvement component.
Camp Huntington
56 Bruceville Road – High Falls, NY 12440
www.camphuntington.com
866-514-5281
Established in 1961, Camp Huntington is a co-ed, residential summer program for children and
young adults (ages 10 to 21) with special learning and developmental needs, including Learning
and Developmental Disabilities, ADD/ADHD, Autism Spectrum Disorders, Asperger’s, Pervasive
Developmental Disorders (PDD), and other special needs. Camp Huntington offers three
programs that address social, emotional and environmental issues for students in each group.
Outback Therapeutic Expeditions
50 N. 200 East – Lehi, Utah 84043
www.outbacktreatment.com
800-817-1899
Outback’s wilderness program for teens ages 13-17 blends the best of the “ancient cultural
systems” with the most effective and proven therapeutic processes. We have worked with
teens struggling with family conflict, negative peer groups, Internet and video game addiction,
academic underachievement, low self-esteem, drug and alcohol abuse, and other emotional
and behavioral issues.
9
11. Phoenix Outdoor
363 Graphite Road – Old Fort, North Carolina 28762
www.phoenixoutdoor.com
877-305-0904
Phoenix Outdoor is a therapeutic wilderness program for teens ages 13-17 who are struggling
with substance abuse, as well co-occurring behavioral and mental health issues.
Located in the stunning Blue Ridge Mountains of North Carolina, Phoenix Outdoor blends
clinical assessments, wilderness therapy, the 12 Step model and traditional therapeutic
interventions to help teens realize the extent of their substance abuse problem and commit to
the process of change.
SUWS Adolescent & Youth Programs
911 Preacher Creek Road – Shoshone, Idaho 83352
www.suws.com
888-879-7897
SUWS Adolescent and Youth Programs offers therapeutic wilderness programs for adolescents
ages 11-17 with a focus on clinical intervention and assessment.
Since 1981, SUWS programs have provided guidance and support to thousands of misdirected
and at-risk teens experiencing low self-esteem, defiant behavior, attention deficit, depression,
substance abuse and other behavioral issues.
Students are strategically separated into groups based on age, gender, and presenting
behavioral concerns, in order for treatment to be highly specialized. The wilderness program
uses the outdoors as an alternative to conventional treatment environments, while engaging
students using traditional therapeutic methods.
SUWS of the Carolinas
363 Graphite Road – Old Fort, North Carolina 28762
www.suwscarolinas.com
888-828-9770
SUWS of the Carolinas offers therapeutic wilderness programs for young people ages 13 to 17
who are struggling with a range of behavioral, emotional, and substance abuse issues.
While in the wilderness students participate in daily outdoor activities, group processing
sessions, and staff/peer counseling. When in base camp students participate in individual and
group therapy sessions while completing program curricula and therapy assignments.
10
12. SUWS Seasons
363 Graphite Road – Old Fort, North Carolina 28762
www.suwsseasons.com
888-828-9770
SUWS Seasons is a licensed wilderness-based treatment program for preadolescents and young
teens (10-13). This program designed to identify the limiting beliefs and unhealthy behaviors
that can often prevent the pursuit of constructive goals and personal achievement. SUWS
Seasons features a flexible length of stay (4-9 weeks). Students benefit from individual and
group therapy as well as a low staff-to-student ratio.
Talisman Camps and Programs
64 Gap Creek Road – Zirconia, North Carolina 28790
www.talismancamps.com
888.458.8226
Talisman Programs offers summer camps for children with learning disabilities, ADD/ADHD,
Asperger’s Syndrome and high-functioning autism, as well as Southeast Journeys, a school
program for middle and high school students with Asperger’s. With a highly structured daily
schedule, a small staff-to-student ratio, in-depth social and life skills training, and plenty of fun
and adventure, Talisman Programs have been a first choice of families since 1980.
11
13. About Aspen Education Group
Aspen Education Group is the nation’s leading provider of education programs for struggling or
underachieving young people.
As the largest and most comprehensive network of therapeutic schools and programs, Aspen
offers professionals and families the opportunity to choose a setting that best meets a student's
unique academic and emotional needs.
Aspen's programs exist at the intersection of therapy and education for students that have
demonstrated behavioral issues that are preventing them from achieving to their greatest
potential.
Recognizing that every individual is different and challenged by different needs, Aspen offers a
wide diversity of educational programs, settings and solutions that match client needs with the
right learning and therapeutic environment.
Our help and services range from short-term intervention programs to residential treatment,
and include a variety of therapeutic interventions including: boarding schools, wilderness
therapy, residential treatment, special needs summer camps, and weight loss programs.
Aspen Education Group is a proud member of CRC Health Group, the nation’s largest provider
of behavioral healthcare services.
For more about Aspen Education Group, please visit www.aspeneducation.com
For more about CRC Health Group, please visit www.crchealth.com
12