The Theory of Recovery Psychology/Unit 3: Difference between revisions
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== Psychotherapy == | == Psychotherapy == | ||
Psychotherapy is an interpersonal, relational intervention used by trained psychotherapists to aid clients in problems of living. This usually includes increasing individual sense of well-being and reducing subjective discomforting experience. Psychotherapists employ a range of techniques based on experiential relationship building, dialogue, communication and behavior change and that are designed to improve the mental health of a client or patient, or to improve group relationships (such as in a family). | Psychotherapy is an interpersonal, relational intervention used by trained psychotherapists to aid clients in problems of living. This usually includes increasing individual sense of well-being and reducing subjective discomforting experience. Psychotherapists employ a range of techniques based on experiential relationship building, dialogue, communication and behavior change and that are designed to improve the mental health of a client or patient, or to improve group relationships (such as in a family). | ||
== Psychoeducation == | |||
Psychoeducation refers to the education offered to people, who suffer from a psychological disturbance. Frequently psychoeducational training involves patients with schizophrenia, clinical depression, anxiety disorders, psychotic illnesses, eating disorders, and personality disorders, as well as patient training courses in the context of the treatment of physical illnesses. Family members are also included. A goal is for the patient to understand and be better able to deal with the presented illness. Also, the patient’s own strengths, resources and coping skills are reinforced, in order to avoid relapse and contribute to their own health and wellness on a long-term basis. The theory is, with better knowledge the patient has of their illness, the better the patient can live with their condition. | |||
Since it is often difficult for the patient and their family members to accept the patient’s diagnosis, psychoeducation also has the function of contributing to the destigmatization of psychological disturbances and to diminish barriers to treatment. Through an improved view of the causes and the effects of the illness, psychoeducation frequently broadens the patient’s view of their illness and this increased understanding can positively affect the patient. The relapse risk is in this way lowered; patients and family members, who are more well-informed about the disease, feel less helpless. Important elements in the Psychoeducation are: | |||
Information transfer (symptomatology of the disturbance, causes, treatment concepts etc.) | |||
Emotional discharge (understanding to promote, exchange of experiences with others concerning, contacts etc.) | |||
Support of a medication or psychotherapeutic treatment, as co-operation is promoted between the mental health professional and patient (Compliance, Adherence). | |||
Assistance to self-help (e.g. training, as crisis situations are promptly recognized and which steps then to be undertaken to be able to help the patient) | |||
The concept of psychoeducation was first noted in the medical literature, in an article by John E. Donley “Psychotherapy and re-education” in The Journal of Abnormal Psychology, published in 1911. It wasn’t until 30 years later that the first use of the word psychoeducation appeared in the medical literature in title of the book “The psychoeducational clinic” by Brian E. Tomlinson. New York, NY, US: MacMillan Co. This book was published in 1941. In French, the first instance of the term psychoéducation is in the thesis “La stabilité du comportement” published in 1962. | |||
The popularization and development of the term psychoeducation into its current form is widely attributed to the American researcher C.M. Anderson in 1980 in the context of the treatment of schizophrenia. His research concentrated on educating relatives concerning the symptoms and the process of the schizophrenia. Also, his research focused on the stabilization of social authority and on the improvement in handling of the family members among themselves. Finally, C.M. Anderson’s research included more effective stress management techniques. Psychoeducation in behavior therapy has its origin, in the patient’s relearning of emotional and social skills. In the last few years increasingly systematic group programs have been developed, in order to make the knowledge more understandable to patients and their families. | |||
Psychoeducation can take place in one-on-one discussion or in groups and by psychologists and physicians. In the groups several patients are informed about their illnesses at once. Also, exchanges of experience between the concerned patients and mutual support play a role in the healing process. | |||
Actually, nothing speaks against the participation in a psychoeducative group. However, acutely sick patients are frequently overtaxed with schizophrenic psychosis, and they suffer from substantial thinking, concentration and attention disturbances, at the beginning of their illness. Care should be taken not to overwhelm the patient with too much information. Besides positive effects of a therapeutic measure like Psychoeducation, in principle, also other possible risks should be considered. The detailed knowledge of the illness, in particular regarding chances of recovery, therapy possibilities and the disease process can make the patient and/or family member stressed. Therefore, one should draw an exact picture of the risks regarding the psychological condition of the patient. It should be considered how much the patient already understands, and how much knowledge the patient can take up and process in their current condition. The ability to concentrate should be considered as well as the maximum level of emotional stress that the patient can take. In the context of a Psychoeducational program a selection of aspects and/or therapy possibilities can be considered and discussed with the patient. Otherwise, the patient may form an incomplete picture of their illness, and they may form ideas about treatment alternatives from a vantage point of incomplete information. However, the professional should also make a complete representation of the possibilities of treatment, and attention should be paid to not make excessive demands of the patient, i.e. giving too much information at once. | |||
Revision as of 22:25, 31 August 2008
Treatment and Rehabilitation
Psychiatric Rehabilitation, or Psychosocial Rehabilitation as it is sometimes referred to as, is a field of social work that provides rehabilitation services to persons with psychiatric disabilities. Psychiatric Rehabilitation differs from psychiatric treatment, as treatment may be medical interventions more than rehabilitative; and in some circumstances the two different fields intersect or compliment one another. This field has become an international practice from New Zealand, Canada, England and the United States.
Strengths-Based Approach
The strengths based prespective involves nurturing hope, actively seeking out strengths in each individual and building on these positive attributes. Practitioners should assist individuals in developing self-efficacy and confidence.
Goals and Values of PSR
Goals: desired states or objectives to achieve or strive for. Values: deeply held beliefs that influence behaviors, attitudes and idesa. 1. The Concept of recovery 2. PSR services are designed to help facilitate recovery 2. PSR services are designed to help achieve maximum community integration. 3. PSR services are designed to help achieve the highest possible quality of life.
Informed Choice
A primary core value of psychiatric rehabilitation is individual choice. Rehabilitation is enhancing a disabled persons skills or helping them develop new skills and supports necessary to become successful in a environment of their own choice. Rehabilitation can be defined as the actualization of an individual's own personal needs and wants as they define such on their own. Individual choice is the right and power of the individual to make choices, to exercise control over their lives, and to be self-determining. This exercise of choice requires a range of options, support and personal responsibility, individual aspirations and hope shape goals, plans and interventions. When staff support individual choice, individuals report that staff believing in their potentials slowly taught them to believe in themselves and that recovery was their own responsibility. It has been found that failing to support individual choice leads to Learned Helplessness.
Evidence Based Practices
Evidence-Based Practices are procedures which have identified as producing the best outcomes, that is to say these techniques have gone through rigid trials using controlled variables and rigid measurements in research conducted by academic institutions. These EBP have been identified as:
Illness Management and Recovery The Illness Management and Recovery program strongly emphasizes helping people to set and pursue personal goals and to implement action strategies in their everyday lives. The information and skills taught in the program include:Recovery strategies,Practical facts about mental illness, The Stress-Vulnerability Model and strategies for treatment, Building social support, Using medication effectively, Reducing relapses and coping with stress, Coping with problems and symptoms and Getting needs met in the mental health system.
Assertive Community Treatment The goal of Assertive Community Treatment is to help people stay out of the hospital and to develop skills for living in the community, so that their mental illness is not the driving force in their lives. Assertive community treatment offers services that are customized to the individual needs of the consumer, delivered by a team of practitioners, and available 24 hours a day. The program addresses needs related to: Symptom management, Housing, Finances, Employment, Medical care, Substance abuse, Family life and Activities of daily life.
Family Psychoeducation Family Psychoeducation involves a partnership among consumers, families and supporters, and practitioners. Through relationship building, education, collaboration, problem solving, and an atmosphere of hope and cooperation, family psychoeducation helps consumers and their families and supporters to: Learn about mental illness, Master new ways of managing their mental illness, Reduce tension and stress within the family, Provide social support and encouragement to each other, Focus on the future, and Find ways for families and supporters to help consumers in their recovery
Supported Employment Supported Employment is a well-defined approach to helping people with mental illnesses find and keep competitive employment within their communities. Supported employment programs are staffed by employment specialists who have frequent meetings with treatment providers to integrate supported employment with mental health services.
Co-occurring Disorders: Integrated Dual Diagnosis Treatment Integrated Dual Diagnosis Treatment is for people who have co-occurring disorders, mental illness and a substance abuse addiction. This treatment approach helps people recover by offering both mental health and substance abuse services at the same time and in one setting. This approach includes: Individualized treatment, based on a person’s current stage of recovery, Education about the illness, Case management, Help with housing, Money management, Relationships and social support, and Counseling designed especially for people with co-occurring disorders.
Psychotherapy
Psychotherapy is an interpersonal, relational intervention used by trained psychotherapists to aid clients in problems of living. This usually includes increasing individual sense of well-being and reducing subjective discomforting experience. Psychotherapists employ a range of techniques based on experiential relationship building, dialogue, communication and behavior change and that are designed to improve the mental health of a client or patient, or to improve group relationships (such as in a family).
Psychoeducation
Psychoeducation refers to the education offered to people, who suffer from a psychological disturbance. Frequently psychoeducational training involves patients with schizophrenia, clinical depression, anxiety disorders, psychotic illnesses, eating disorders, and personality disorders, as well as patient training courses in the context of the treatment of physical illnesses. Family members are also included. A goal is for the patient to understand and be better able to deal with the presented illness. Also, the patient’s own strengths, resources and coping skills are reinforced, in order to avoid relapse and contribute to their own health and wellness on a long-term basis. The theory is, with better knowledge the patient has of their illness, the better the patient can live with their condition. Since it is often difficult for the patient and their family members to accept the patient’s diagnosis, psychoeducation also has the function of contributing to the destigmatization of psychological disturbances and to diminish barriers to treatment. Through an improved view of the causes and the effects of the illness, psychoeducation frequently broadens the patient’s view of their illness and this increased understanding can positively affect the patient. The relapse risk is in this way lowered; patients and family members, who are more well-informed about the disease, feel less helpless. Important elements in the Psychoeducation are:
Information transfer (symptomatology of the disturbance, causes, treatment concepts etc.) Emotional discharge (understanding to promote, exchange of experiences with others concerning, contacts etc.) Support of a medication or psychotherapeutic treatment, as co-operation is promoted between the mental health professional and patient (Compliance, Adherence). Assistance to self-help (e.g. training, as crisis situations are promptly recognized and which steps then to be undertaken to be able to help the patient) The concept of psychoeducation was first noted in the medical literature, in an article by John E. Donley “Psychotherapy and re-education” in The Journal of Abnormal Psychology, published in 1911. It wasn’t until 30 years later that the first use of the word psychoeducation appeared in the medical literature in title of the book “The psychoeducational clinic” by Brian E. Tomlinson. New York, NY, US: MacMillan Co. This book was published in 1941. In French, the first instance of the term psychoéducation is in the thesis “La stabilité du comportement” published in 1962.
The popularization and development of the term psychoeducation into its current form is widely attributed to the American researcher C.M. Anderson in 1980 in the context of the treatment of schizophrenia. His research concentrated on educating relatives concerning the symptoms and the process of the schizophrenia. Also, his research focused on the stabilization of social authority and on the improvement in handling of the family members among themselves. Finally, C.M. Anderson’s research included more effective stress management techniques. Psychoeducation in behavior therapy has its origin, in the patient’s relearning of emotional and social skills. In the last few years increasingly systematic group programs have been developed, in order to make the knowledge more understandable to patients and their families.
Psychoeducation can take place in one-on-one discussion or in groups and by psychologists and physicians. In the groups several patients are informed about their illnesses at once. Also, exchanges of experience between the concerned patients and mutual support play a role in the healing process.
Actually, nothing speaks against the participation in a psychoeducative group. However, acutely sick patients are frequently overtaxed with schizophrenic psychosis, and they suffer from substantial thinking, concentration and attention disturbances, at the beginning of their illness. Care should be taken not to overwhelm the patient with too much information. Besides positive effects of a therapeutic measure like Psychoeducation, in principle, also other possible risks should be considered. The detailed knowledge of the illness, in particular regarding chances of recovery, therapy possibilities and the disease process can make the patient and/or family member stressed. Therefore, one should draw an exact picture of the risks regarding the psychological condition of the patient. It should be considered how much the patient already understands, and how much knowledge the patient can take up and process in their current condition. The ability to concentrate should be considered as well as the maximum level of emotional stress that the patient can take. In the context of a Psychoeducational program a selection of aspects and/or therapy possibilities can be considered and discussed with the patient. Otherwise, the patient may form an incomplete picture of their illness, and they may form ideas about treatment alternatives from a vantage point of incomplete information. However, the professional should also make a complete representation of the possibilities of treatment, and attention should be paid to not make excessive demands of the patient, i.e. giving too much information at once.