week 15 Crisis intervention

 Course ReflectionDue date:

Course reflection assignment is part of the portfolio that students must complete during last class of the program. This assignment is due on week #15. Course reflection assignment has a value of 100 points. It accounts for 10% of the final grade.

Running Head: IMPORTANCE OF PSYCHOEDUCATION IN COMBATING COVID-19 1

IMPORTANCE OF PSYCHOEDUCATION IN COMBATING COVID-19 6

Discussion Week 2: Crisis Intervention

University Florida National University

Name Zoraida Seoane

Lecturer Crisis Intervention

Date 09/07/2020

Introduction

Corona Virus Disease (Covid-19) is a highly infectious disease declared a global health emergency in January 2020 by the World Health Organization (Roser et al., 2020). This pandemic has rapidly spread across the world since the first case was reported in China. The impacts of Covid-19 have caused a considerable degree of fear, concern, and worry, especially among the aged generation and those living with underlying medical conditions (Roser et al., 2020). Since no vaccine or cure was invented against the pandemic, death toll and infection cases rose after the outbreak. This has caused social disruptions by changing the usual ways of life and the worldwide economic crisis.Covid-19 has mentally and psychologically affected the general population regarding cognitive capacity and emotions (Motlova et al., 2017). Authorities around the world have been seeking alternative resolution measures such as Psychoeducation to combat Covid-19. Psychoeducation establishes systematic, broad, relevant, and updated info about a condition or a disease, including its diagnostic and treatment process. The paper discusses how Psycho-education has been used to contribute to the fight against the Covid-19 pandemic.

Through Psychoeducation, factual information about Covid-19 has been provided (Motlova et al., 2017). During the initial phases, the pandemic was faced with myths and misconceptions. For example, claims were being spread that 5G network technology caused covid-19, and drinking breaches and disinfectants could cure the pandemic (Okunlola et al., 2020). These unverified claims caused fear among the public, but factual information about the Corona Virus has been relayed through Psychoeducation. For instance, about how Covid-19 spreads and measures to minimize the spread. Gradually, people have learned to avoid physical contact while keeping social distancing.

Different aspects of living with illnesses have been communicated to family members and relatives treated with Covid-19 symptoms through Psychoeducation. Just like during the initial phases of the HIV/AIDS pandemic, patients of Covid-19 and their families faced social stigma (Ho et al., 2020). The social stigma was high among family members, but through Psychoeducation, Covid-19 victims have learned how to manage the infection with intervention from families through isolation.

Psychoeducation seems to reduce the burden in isolation centers by advocating for home-based care where applicable (Banerjee et al., 2020). Authorities all over the world have been overwhelmed by providing isolation centers for suspected Corona Virus cases. Since the disease is manageable, most asymptomatic cases have been managed at home (Banerjee et al., 2020). Through Psychoeducation, Corona Virus patients with no underlying medical condition have recovered through home-based care. Management procedures have been conveyed with the right information on what to eat and how long patients should stay in isolation before re-testing.

Psychosocial education has beneficial effects on a patient’s anxiety and stress (Motlova et al., 2017). Initially, there was a perception that one dies after contracting Covid-19. This caused anxiety and stress to patients and their relatives. The stress levels were worsened by patients being put in isolation and not interacting with their loved ones. Through Psychoeducation, it has been set that Covid-19 is manageable and not a death sentence. Isolation and social distancing measures are now viewed as a form of “love” since it’s a significant way to contain spread to the loved ones.

Depression and boredom have been reported amongst the healthy population (Khan et al., 2020). Regular daily routines have been affected by the imposed lockdown as added measures to contain Covid-19. Students are now studying online rather than going to school while people stay at home instead of going to work (Khan et al., 2020). There is so much uncertainty since there is no assurance of how long this pandemic will last until a vaccine is found. However, through online and television Psychoeducation, people are gradually accepting the new normal. Depression and boredom levels are declining since the imposed curfews and lockdowns are meant to keep them safe (Khan et al., 2020). The majority of the affected are now seeking alternative means like working from home as economic empowerment during the pandemic.

Through Psychoeducation, necessary measures to adhere to has been communicated. Psychoeducation’s primary goal is to reduce patients’ levels of stress and anxiety (Smith et al., 2020). To achieve this, patients have been advised to consume information from trustworthy sources. For example, the Centers for Diseases Control (CDC) and the World Health Organization (WHO) are among the trusted authorities to get reliable information about Covid-19. Also, psychoeducation experts have advocated that the infected and the affected should reduce media exposure and follow up (Smith et al., 2020). Media acts as a catalyst in pandemic times by continuously reminding people of infection cases and death tolls. Media intake culminates in fear, anxiety, and stress that worsen a patient’s morale to fight a condition.

Finally, psychosocial education is being used to caution the vulnerable groups against Covid-19 (Motlova et al., 2017). According to WHO, vulnerable groups include; the aged population and people with underlying medical illnesses. Their caregivers are requested to share simple facts and give information on reducing the risk of infection. For those with cognitive impairment, psychosocial education directs that simple words should be used when communicating to them to help them understand why visitation from relatives has reduced. Communications to the vulnerable groups with stress and cognitive disadvantages should be concise, clear, and conveyed respectfully.

To conclude, Covid-19 has caused the introduction of quarantine, cessation of movements, lockdowns, and more so it has impacted our social norms. The psychological impacts are wide-ranging, which has been worsened by economic disruption due to the Coronavirus. Through Psychoeducation, experts are reminding the various affected subpopulations to mind about their mental health. More importantly, Psychoeducation has contributed to combating Covid-19 by influencing the acceptance of the “new normal” amongst the affected.

References

Banerjee, D., D’Cruz, M. M., & Rao, T. S. (2020). Coronavirus disease 2019 and the elderly: Focus on psychosocial well-being, agism, and abuse prevention–An advocacy review. Journal of Geriatric Mental Health, 7(1), 4.

Ho, C. S., Chee, C., & Ho, R. (2020). Mental health strategies to combat the psychological impact of coronavirus disease 2019 (COVID-19) beyond paranoia and panic. Ann Acad Med Singapore, 49(3), 1-6.

Khan, S., Siddique, R., Li, H., Ali, A., Shereen, M. A., Bashir, N., & Xue, M. (2020). Impact of coronavirus outbreak on psychological health. Journal of Global Health, 10(1).

Motlova, L. B., Balon, R., Beresin, E. V., Brenner, A. M., Coverdale, J. H., Guerrero, A. P., … & Roberts, L. W. (2017). Psychoeducation as an opportunity for patients, psychiatrists, and psychiatric educators: Why do we ignore it?

Okunlola, M. A., Lamptey, E., Senkyire, E. K., Dorcas, S., & Dooshima, B. A. (2020). Perceived Myths and Misconceptions about the Novel COVID-19 Outbreak. SciMedicine Journal, 2(3), 108-117.

Roser, M., Ritchie, H., Ortiz-Ospina, E., & Hasell, J. (2020). Coronavirus pandemic (COVID-19). Our World in Data.

Smith, G., Harman, S., & Brenner, K. (2020). Flattening the curve of distress: A public-facing webinar for psychoeducation during COVID-19. Patient Experience Journal, 7(2), 151-155.

Running head: SEXUAL ASSAULTS THERAPY TO CHILDREN

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SEXUAL ASSAULTS THERAPY TO CHILDREN 2

Sexual assault therapy to children

Student name Zoraida Seoane

Professor’s name Lysis Camacho

Date10/05/2020

Sexual assault therapy to a child is providing counseling to children who have been sexually abused. The counseling is done by a professional counselor who provides guidelines that will help the victim to overcome the trauma. A violent sexual act to both children and adults is a criminal offense, and perpetrators pay heavily for the crime. A person doing counseling for children to use the following steps.

The counselor starts by creating a harmonious relationship with the victim, which builds confidence in the counselor’s victims. It may take two to three sessions to build this connection. At this stage, a counselor should be able to understand and share the feelings of the victim. Empathy will bring the victim closer to the counselor, and the victim will open up quickly to the counselor. Once the client accepts the counselor, the counselor can move into the next approach. (Tolliday, Spangaro, & Laing, 2018)

In most cases, sexually assaulted persons lose self-confidence; they lose trust in people around them and feels worthless. At this stage, the counselor should develop a strategy to help the victim gain self-esteem and learn to love themselves. The counselor should help the victim to bring into perspective positive things about the victim. At this stage, the victim should make to accept herself and know that all is not lost. It is also essential to know which activities the victim enjoys doing and incorporate them during therapy. These activities help reduce stress on the victim (Elliott, 1994).

Recognition of irrational thoughts is identified in the third step. Recognition of irrational thoughts will be achieved by giving assignments that will help the victim her thoughts and feelings. Once the exaggerated ideas are identified, the counselor starts working on the negative reviews to bring positive thoughts. Where a victim believes that her family dislikes her, the counselor will work toward convincing her otherwise.

The fourth step invites the client to take personal responsibility in healing. The victim is help on how to take care of their emotions. The victim can now know how her body reacts when anxiety strikes and so forth. At this point, the counselor should develop strategies that will keep the victim-focused on all her five senses. This focus will help the client identify things that are important to her and those that are not.

The fifth step gives results of the healing of the patient; it can be detected by inviting the patient to write her story about the trauma and read it aloud. At this point, the counselor can study the patient’s reactions and can establish ( Itzin, 2000)

References

Elliott, M. (1994). Female sexual abuse of children. Guilford Press.

Itzin, C. (2000). Home truths about child sexual abuse: A reader. Psychology Press.

Sexual assault against children. (2008). PsycEXTRA Dataset. doi:10.1037/e619282012-001

Tolliday, D., Spangaro, J., & Laing, L. (2018). Children who have experienced parental sexual assault. Therapy with Harming Fathers, Victimized Children and their Mothers after Parental Child Sexual Assault, 72-88. doi:10.4324/9781315268439-5

Community Nursing-

Crisis intervention 6

Community Nursing

Zoraida Seoane

Florida National University

Professor Lysis Camacho

Lillian Wald, organizer of the Henry Street Settlement (

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893) in New York City, developed the term general wellbeing nursing to put accentuation on the network estimation of the medical attendant whose work was based upon a comprehension of the apparent multitude of issues that perpetually went with the ills of poor people. Wald’s training among the wiped out poor immediately persuaded her that their infections regularly came about because of causes past a person’s control and that therapies should have been recommended in an overall manner with thought for the social, financial, and clinical parts of each case. By seeing nursing practice from the patient’s perspective, empowering individual and open duty, and giving a bringing together structure to the conveyance of thorough, similarly accessible medicinal services, Wald conceptualized another worldview for nursing practice.

Regardless of whether a patient’s issues were separated and surprising or basic to numerous was, as indicated by Wald, imperative to know in light of the fact that the way toward discovering the response to this inquiry frequently drove sensibly to ID of a suitable cure. Wald’s vision brought about nursing practice that went past just thinking about patients and their families during disease to include a plan of change in social insurance, industry, instruction, diversion, and lodging.

What Wald called “our venture of general wellbeing nursing” was not a disconnected endeavor, nor was she a solitary American champion. Her worldview for nursing practice depended on information picked up during twenty years of involvement with visiting nursing and owed a lot to Progressive change and the general wellbeing development of the turn of the century. Despite the fact that Wald encapsulated the professionalization of visiting nursing, due credit should likewise be concurred the large number of medical caretakers the nation over who legitimated the act of nursing in the network.

References
C.-E.A. Winslow. “The Untilled Fields of Public Health.” Science, 51 (9 January, 1920): 23-33. Karen Buhler-Wilkerson, “Bringing Care to the People: Lillian Wald’s Legacy to Public Health Nursing,” American Journal of Public Health, 83 (December 1993): 1778­­–86.
Karen Buhler-Wilkerson, “Public Health Nursing: In Sickness or in Health?” American Journal of Public Health, 75 (October 1985): 1155–61.

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