Showing papers on "Psychological intervention published in 1969"

Insomnia during pregnancy: Diagnosis and Rational Interventions.

Abstract: UNLABELLED Sleep disturbances are common in pregnancy. Insomnia is a frequent sleep disturbance experienced by pregnant women which can be primary or due to co-morbid conditions. The differential diagnosis of insomnia in pregnancy includes anxiety disorders, mood disorders, breathing related sleep disorders and restless legs syndrome. Early interventions to treat the sleep disturbance are recommended to avoid adverse pregnancy outcomes. Management strategies include improving sleep hygiene, behavioral therapies, and pharmacotherapy. The risks of pharmacotherapy must be weighed against their benefits due to the possible risk of teratogenicity associated with some medications. METHODS We searched PubMed and Google Scholar employing a combination of key words: pregnancy, sleep disturbances, Obstructive Sleep Apnea, Sleep disorders and insomnia. We included original studies, review articles, meta-analysis and systematic reviews in our search prioritizing articles from the last 10-15 years. Articles older than 15 years were only included if their findings had not been superseded by more recent data. Further selection of articles was done from bibliographies and references of selected articles. CONCLUSION Sleep disturbances in pregnancy are common and cause considerable morbidity. Management includes a combination of non-pharmacological and pharmacological treatments carefully weighing the risks and benefits of each for the expectant mother and fetus.

Confrontation as a method of psychological intervention.

Abstract: The confrontation procedures described here require that the participants—parents, teachers, children, counselors or anyone else who wishes to deal with an interpersonal problem—observe and evaluate overt, concrete aspects of behavior in interpersonal perceptions. These procedures were one of three interventions applied to emotional and behavior problems of elementary school children. The other interventions consisted of brief child psychotherapy and parent counseling. Over a 2-year period, 30 cases were seen in each intervention group. The sample covered a wide range of socioeconomic backgrounds. Videotapes, which were an important part of the confrontation, were obtained in a waiting room during the families' initial visit to the clinic. The families and school personnel participated in other procedures as well, but this presentation focuses only on the videotape material. In the confrontation, each family member individually viewed five to six brief sections of the videotape and rated each of the persons interacting in each scene (e.g., Helen's behavior in relation to the father). The rating instrument used was an adjective rating scale with known reliability and validity. Later, the family members were shown profiles of their own ratings and also profiles of ratings of the same material made by trained observers. Similarities and contrasts emphasized by the graphic patterns in the profiles, particularly when seen in conjunction with concurrent replay of videotapes, stimulated evaluation and exploration of the behaviors by the participants themselves. The consultant served as a technical resource whose function was to present the information obtained as clearly, concretely and objectively as possible. He refrained from interpretations, suggestions or advice, leaving all questions about the utilization of the information to those concerned with the child's daily life. Analysis of the relative effectiveness of the three methods of intervention focused on school grades and observers' ratings of behavior in the classroom and on the playground. Preliminary results indicate that the feedback (confrontation) group generally showed more improvement on both of these measures as compared to cases who were seen in either psychotherapy or parent counseling. We have begun to use videotapes and other methods of confrontation in a variety of ways. This includes videotaping of children in the school setting and providing teachers, parents and the children themselves with video feedback. The conceptual background of the approach rests on the assumption

Sistematização da prática psicológica em ambientes médicos

Abstract: The traditional practice and the non-directive work of psychologists in hospitals have prevented an adequate insertion of this professional in this setting because medicine is a science founded on evidence-based knowledge. To implement interdisciplinary work and produce better results for the patients it is necessary to organize the psychological work through systematic records and constant analysis of procedures and interventions. These are actions needed to support a scientific attitude of psychologists working in hospitals. However, the use of rigid research protocols not linked to clinical practice does not favor an adequate insertion. In this article, examples of systematization of interconsultation and psychological routine practices of a University Hospital (HCFMRPUSP) will be presented. Data from these systematized clinical interventions favored the interaction of the psychologist with the team, brought benefits in terms of patient care and produced knowledge that aided the construction of psychological science in the hospital setting.

Some technical issues in time-limited psychotherapy with children

Abstract: The realities of present-day child psychiatric practice compel the increasing use of time-limited therapeutic interventions both in clinics and in residential institutions. Staff members, burdened with lengthening waiting lists and a shortage of qualified therapists, must seek less time-eonsuming methods of effective treatment. Trainees are frequently assigned to an outpatient service or placed in a residential treatment center for periods of a few months, at the end of which time they must terminate with their patients and move on. Faced with such realities, trainees and experienced therapists alike may feel they have to make the best of a bad situation while they continue to practice according to traditional models. In this case, the necessarily brief courses of therapy carried out by trainees are regarded as incomplete fragments of long-term therapy. Some clinics, swinging to the opposite extreme, reorganize to conduct primarily "crisis intervention" and preventive work according to models drawn from community psychiatry, relegating traditional psychotherapy to a minor position (Caplan, 1964). It is not the purpose of this paper to consider either of these alternatives, but rather to explore pragmatically the distinctive issues, problems, and possible advantages of individual psychotherapy with disturbed children that is specifically designed for a span of several months.

Mental health consultation for school social workers: A conceptual model.

Abstract: There are some very seriously disturbed children, families, and teachers who require individual casework or other individual therapeutic help. However, in the face of the mental health job to be done in the schools, mental health consultation is one very important way of utilizing the scarce talents of social workers in a more effective way for more children. A conceptual model of mental health consultation is presented and a special adaptation to mental health consultation in the school setting is illustrated.

The art of systems analysis

Abstract: I. FOUNDATIONS OF PSYCHIATRIC MENTAL HEALTH NURSING. 1. Personality Theories for Nurses. 2. Mental Health and Mental Illness. 3. Stress and Coping. II. PSYCHIATRIC-MENTAL HEALTH NURSING. 4. Mentally Healthy Nursing. 5. The Nurse-Client Relationship and Communication. 6. Ethical and Legal Issue in Psychiatric Nursing. 7. Psychobiology and Psychopharmacology. III. NURSING CARE OF CLIENTS WITH MENTAL DISORDERS. 8. Schizophrenia. 9. Mood Disorders. 10. Personality Disorders. 11. Anxiety Disorders. 12. Substance Abuse and Dependency. IV. NURSING CARE OF CLIENTS WITH DISORDERS RELATED TO DEVELOPMENT. 13. Disorders of Children and Adolescents. 14. Eating Disorders. 15. Dementia and Cognitive Disorders. V. SPECIAL TOPICS IN PSYCHIATRIC MENTAL HEALTH NURSING. 16. Violence and Abuse. 17. Psychosocial Issues for General Client Care. Appendix I. Mental Health Assessment Tools. Appendix II. 2003-2004 NANDA-Approved Nursing Diagnoses. Appendix III. Glossary. Appendix IV. NCLEX-PN Answers and Critical Thinking Discussion.

Education and Mental Health: New Directions for Interaction

Abstract: Traditionally, mental health workers (psychiatrists, psychologists, and social workers) provide diagnostic evaluations and individual or group psychotherapeutic or casework treatment. With the advent of the community mental health movement, a new role model, that of “mental health consultant,” has emerged. This paper outlines the functions of the “mental health consultant” in the Job Corps program as a way of highlighting the functions of the mental health professional working in this new way. Educational, training, and work programs may be enriched by mental health consultation, and the new directions for interaction between education and mental health are described in this paper.

The effects of a first encounter with mental patients on personal religious beliefs.

Abstract: (1969). The Effects of a First Encounter with Mental Patients on Personal Religious Beliefs. The Journal of Social Psychology: Vol. 78, No. 2, pp. 255-261.

Adolescent problems and mental health.

Abstract: For every youth and maiden who is not strictly secluded or very stupid, adolescence is a period of distressful perplexity, of hidden hypothesis, misunderstood hints, checked urgency and wild stampedes of the imagination.

Guidelines for community mental health plans and programs.

Abstract: Planning is frequently compromised because clearly stated goals and objectives are not enunciated. Only by such statements is it possible to establish intermediate steps and assess progress toward the ultimate goals or to evaluate alternative paths. This paper outlines guiding principles which might serve as benchmarks for progress for community mental health and mental retardation programs.

The crisis of unwed motherhood: A consultation approach.

Abstract: Unwed motherhood, particularly for the teenager, constitutes a series of subcrises: confrontation with the pregnancy, exclusion from school, physical changes, social isolation and interpersonal conflict, delivery, and caring for an infant. This paper describes the role which a mental health consultant can take in regard to interagency programs, research, and education. Specific consultation interventions, within the framework of crisis theory, are discussed for helping caregivers enable teenagers to cope with these subcrises.

Berlin Conference review. IDUs and HIV / AIDS: interventions behaviour change and policy.

Abstract: Prevention will be the best weapon against AIDS for many years to come. Accordingly several plenary speakers at the Berlin International AIDS Conference focused on the positive impact of prevention efforts like condom promotion HIV education and harm reduction for IV drug users. This paper reviews conference reports on the impact of interventions on risk behaviors and HIV transmission including outreach and public health efforts syringe exchange and legal access drug treatment and interventions involving drug users. Other sections cover predictors of behavior change drug users organizations and drug policies. Final comments stress the need for community involvement in program development more program funding and more research into successful prevention interventions.