China
Africa
Explore chapters and articles related to this topic
The role of the clinical psychologist in paediatric pain management
Published in Alison Twycross, Anthony Moriarty, Tracy Betts, Paediatric Pain Management a multi-disciplinary approach, 2018
Alison Twycross, Anthony Moriarty, Tracy Betts
Children’s thoughts, knowledge, expectancies, self-statements, appraisals and the images associated with their behaviour form the focus of this form of intervention. It is considered that beliefs affect stress reactions and that the modification or adaptation of thoughts can help reduce distress. Forms of cognitive-behavioural intervention include: thought-stopping, where children can recite a set of clear positive statements when they start thinking about a dreaded procedureattention–distraction techniques, where the child can focus on a breathing exercise during the procedurereward and incentives, whereby positive reinforcement is used and children are given a trophy or reward after ‘doing the best that they could possibly do’imagery, where fantasy figures or places are woven into the current medical situationbehavioural rehearsal, where the child is allowed to play or demonstrate the use of medical/nursing materialsparents as coaches, affording them a level of control too.
Anxiety disorders
Published in Ben Green, Problem-based Psychiatry, 2018
Psychological treatments include thought stopping, response prevention and systematic desensitisation. Thought stopping involves the patient voluntarily trying to distract him or herself from obsessional ruminations – by flicking a rubber band on the wrist, say Response prevention may be carried out by a co-therapist attempting to prevent the patient from responding to obsessional impulses, say, by stopping Alex from washing his hands and helping him seek alternative ways to reduce his anxiety. For fears of contamination the therapist may ‘model’ more adaptive behaviour, e.g. exposing him or herself and the patient to a graded hierarchy of increasingly dirty objects, say working from dirty pullovers to dirty dishcloths and ultimately handling the contents of a waste basket. The patient follows the therapist’s lead and models behaviour on the therapist, because the therapist handles the objects first.
Children, Cancer, and Child Life
Published in Lawrence C. Rubin, Handbook of Medical Play Therapy and Child Life, 2017
Meredith Cooper, Melissa Hicks
Additionally, many children may experience anticipatory anxiety prior to procedures or hospital visits. Cognitive coping strategies, such as thought stopping and cognitive reframing, have been extremely useful for this author when addressing anticipatory anxiety. While it is not about the process, sometimes a concrete finished product can serve as a reminder for children of the skills learned. For example, creating a first aid kit for coping is one such concrete intervention. After discussing coping strategies that the child may find useful and practicing such skills, the child can ‘add’ them to their first aid kit. The opportunity for creativity is endless and at the discretion of the clinician and child. Bubbles, party blowers, a magic wand, timers, lists with positive reframe statements, and small aromatherapy containers are a few examples of what some children choose. The activity can be as simple as the child drawing a suitcase-type figure on paper and drawing or writing the skills inside it, or creating an actual first aid kit like the cardboard or metal ones purchased from a craft store. This author has even had different containers, such as boxes that are empty inside, each representing a different strategy the child can employ.
Using Buddhist Meditation-informed Hypnotic Techniques to Manage Rumination: Two Case Illustrations
Published in International Journal of Clinical and Experimental Hypnosis, 2023
Although mindful thought detachment diminishes and halts rumination by decentering, some clients continue harboring unwelcome ideation, images, or feelings despite the effort. If this is the case, mindful dereflection is introduced. It is a strategy that prompts the client to redirect attention to any available sensory cues when rumination begins. Although similar to mindful thought detachment in principle, mindful dereflection differs because it has no predetermined cues, e.g., the breath, as in the other technique. Instead, the client utilizes any immediately available perceptual signal to replace rumination. It combines the third and fourth principles described in Vitakkasaṇṭhāna Sutta. From a technical standpoint, the procedure resembles thought-stopping in behavior therapy (Emmelkamp & Kwee, 1977).