China
Africa
Explore chapters and articles related to this topic
Animal-Assisted Therapies
Published in Tricia L. Chandler, Fredrick Dombrowski, Tara G. Matthews, Co-occurring Mental Illness and Substance Use Disorders, 2022
Tara G. Matthews, Dawn Yelvington
Reality therapy is a choice-based approach that focuses on meeting our fundamental needs, which include survival, love and belonging, self-worth, freedom, and fun (Wubbolding & Brickell, 1999). Finding a way to meet those needs without mood-altering substances can be challenging, particularly when mental health issues are also present. Choice, connection, and relationships are key to healing co-occurring disorders, but first the shame must be addressed. Shame shapes the choices that we make. Shame does not shape the choices that canines and horses make. They seek to meet their fundamental needs in a simple and direct way by living in the here and now.
Incel Treatment Approaches
Published in Brian Van Brunt, Chris Taylor, Understanding and Treating Incels, 2020
Glasser (1975, 2001) founded a therapeutic system called Reality Therapy. In this system, he suggests the importance of creating plans with clients that will be achievable. To this end, he argues plans should be focused and short-term. A plan like “Kyle will stop being creepy toward women in the workplace” is too broad and difficult to monitor and put into action. The goal is so big it would be hard for him to make adjustments to the plan or know if he is moving forward, static, or moving backward. A better plan would address what specific things he should avoid doing or things he should do more of to seem accessible.
Chestnut Health Systems' Bloomington Outpatient and Intensive Outpatient Program for Adolescent Substance Abusers
Published in Sally J. Stevens, Andrew R. Morral, Adolescent Substance Abuse Treatment in the United States, 2014
Susan Harrington Godley, Richard Risberg, Loree Adams, Alan Sodetz
As is typical of community-based treatment programs that have developed over a number of years with the input of various professionals, the program is based on a blended therapeutic approach. It draws upon four theories of behavioral and emotional change (Rogerian, behavioral, cognitive, and reality therapy) and includes twelve-step concepts and approaches. Rogerian concepts include unconditional positive regard, acceptance, building rapport, and empowering the client (Rogers, 1951, 1959). Behavioral approaches include focusing on skills building/learning, behavior modification techniques, and habit control (Chiauzzi, 1991; Hester and Miller, 1989; Kazdin, 2000). Cognitive theory emphasizes evaluating perceptions and thoughts, and changing thinking patterns by reframing and cognitive restructuring (Ellis et al., 1988; Walen, DiGiuseppe, and Dryden, 1992; Yankura and Dryden, 1990). Reality therapy focuses on choices and their consequences, emphasizing that experiencing the consequences of their actions will help teach clients about responsibilities, and that their life problems are directly related to the choices they make (Glasser, 1976, 1992). There is also a strong emphasis on the early detection of substance use, the identification of attention deficit and hyperactivity disorder (ADHD) and conduct disorder (Adams and Wallace, 1994; Risberg, Stevens, and Graybill, 1995), and family involvement (Risberg and Funk, 2000). These principles and consideration of development issues associated with adolescence shape and guide all treatment interventions for clients and their families.
Teaching Psychotherapy to Psychiatric/Mental Health Nurse Practitioner Students in the Virtual Classroom
Published in Issues in Mental Health Nursing, 2023
Marta Vives, Cynthia Linkes, Mark Soucy
The first challenge we faced was identifying what types of psychotherapy to teach. Accrediting agencies do not prescribe the types of psychotherapy to be taught, but the American Nurses Credentialing Center (ANCC) requires candidates be trained with “content in at least two psychotherapeutic modalities” (ANCC, 2020). Yet no current consensus exists across programs on which psychotherapy modalities should be taught nor which textbooks should form the basis for instruction. As Wheeler and Delaney (2008) discovered in their survey of 120 psychiatric-mental health nursing graduate programs investigating what psychotherapy content was taught and how, responses revealed the top five models were, 1. cognitive-behavioral, 2. psychodynamic, 3. psychoeducational, 4. behavioral, and 5. interpersonal psychotherapy. Other psychotherapies included self, narrative, gestalt, reality therapy, rational emotive, brief therapy/solution focused, existential, feminist, crisis intervention, motivational interviewing, group, and others. The plurality of therapies was further illustrated in responses received as to what textbooks programs used. At the time (before Wheeler’s first textbook Psychotherapy for the Advanced Practice Psychiatric Nurse) more than 80 different texts were in use to teach psychotherapy (Wheeler & Delaney, 2008).
Feasibility of a randomised controlled trial to evaluate home-based virtual reality therapy in children with cerebral palsy
Published in Disability and Rehabilitation, 2021
William J. Farr, Dido Green, Stephen Bremner, Ian Male, Heather Gage, Sarah Bailey, Sandra Speller, Valerie Colville, Mandy Jackson, Anjum Memon, Christopher Morris
New approaches are needed to counteract this poor access to therapy. To be practicable, new home and school-based interventions need to be low-cost, easily deployable, flexible and acceptable. Whilst motor learning theory supports intensive task focused therapies for CP, poor motivation has been observed in current therapies with insufficient applicability to daily function [7–11]. Therapeutic modes need to be both motivating and responsive to the needs of families and be developed with direct input from families of children with CP to ensure greater alignment and applicability to daily function. Home-based therapies delivered by parents are showing some promise as well as challenges for some families [12,13]. Virtual reality therapy (VR therapy) carried out in the home may be one potential avenue for increasing children’s engagement with therapy and improving outcomes.
Effect of Virtual Reality Therapy on Balance and Walking in Children with Cerebral Palsy: A Systematic Review
Published in Developmental Neurorehabilitation, 2020
Nadieh Warnier, Suzanne Lambregts, Ingrid Van De Port
In rehabilitation programs, virtual reality therapy (VRT) is often used with the aim to improve balance, walking speed and/or walking distance, and promote physical activity5,6 In addition, children generally experience this therapy as enjoyable, which can lead to increased motivation for training7 Another advantage of VRT is that real-life activities can be performed and repeated without real-life hazards, and without negative consequences when an activity is incorrectly performed8 Vitual reality (VR) is defined as a modality that produces environments with objects that seem to be real, through output of visual, auditory, sensory, vestibular or olfactory stimuli. The visual stimuli are generally displayed on a monitor, a flat screen, a projection screen, or on a head-mounted device with the possibility of interaction and/or feedback with the patient8,9