Group Therapy — Types of Groups — Rules for Successful Groups — the Purpose of Groups
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A Review of Psychodrama and Group Process
International Journal of Social Work and Human Services Practice Horizon Research Publishing Vol.1. No.2 December, 2013, pp. 105-114 A Review of Psychodrama and Group Process Yehoshua1, Siu Fung Chung1,2,* 1School of Health, The University of New England, Australia, Armidale, NSW, Australia 2Kiang Wu Nursing College of Macau, MacauSAR, PRChina *Corresponding Author: [email protected] Abstract In recent years, group work therapy has been (Nuttman-Shwartz and Kleinberg). expanded rapidly throughout the world in helping However, while most psychodrama practices are professionals. Psychodrama, as a form of group conducted in a group work context, psychodrama psychotherapy, has already shown the potential for bringing practitioners and researchers mainly concentrate on the about positive change in participants for almost 80 years. psycho-therapeutic effects of the enactments of the However, while psychodrama is primarily a form of group individuals only. They seldom recognized it as a group psychotherapy, psychodrama practitioners and researchers work. Hence, the connection between psychodrama and have seldom recognized it as a group work. Hence, the group process have rarely been addressed. connection between psychodrama and group process has This review examines the development of research in the rarely been addressed. This review examines the connection between psychodrama and group process. An development of research in the connection between extensive literature search including books, reports, psychodrama and group process. An extensive literature monographs and journal articles has been conducted. search including books, reports, monographs and journal articles has been conducted. It is found that before the new Process of Classic Psychodrama suggested by Dayton century, psychodrama practitioners and researchers have largely ignored the group process. -
Group Psychotherapy Research That the Practitioner Might Actually Read
Group Psychotherapy Research that the Practitioner Might Actually read Les R Greene, Ph.D. Department of Veterans Affairs and Yale University Dept. of Psychiatry Greene, L.R. (in press) Group Psychotherapy Research Studies that Therapists Might Actually Read: My Top-10 List. International Journal of Group Psychotherapy. The Pick-your-news Inventory For each item below, imagine that you are sitting at the breakfast table with a psychotherapy newsletter that reports on two recent group psychotherapy papers. You have time to read only one. Check (√) the one you prefer to read 1)____ Mentalization-based group therapy for inpatients with borderline personality disorder: Preliminary outcome findings OR ____Structure and leadership in mentalization-based group therapy for borderline personality disorders: A clinical analysis. 2)____A randomized clinical trial of group cognitive processing therapy compared with group present-centered therapy for PTSD among active duty military personnel. OR ____Applying group process theory in the development of a model of group therapy for partners of combat veterans with post-traumatic stress disorder. 2 3.____A randomized controlled trial on the efficacy of mindfulness-based cognitive therapy and a group version of cognitive behavioral analysis system of psychotherapy for chronically depressed patients. OR ____Acceptance -based group therapy and traditional cognitive behavioral group therapy for depression: Exploring mechanisms of change 4. ____The capacity to use the group as a corrective symbiotic object in group analytic psychotherapy: Its empirical relationship to outcome. OR ____On making a home amongst strangers: Reflections on the paradox of group psychotherapy. 5.____A research study on the mechanisms of change in an emotion regulation group therapy for deliberate self-harm among women with borderline personality disorder. -
Child-Centered Group Play Therapy with Children
CHILD-CENTERED GROUP PLAY THERAPY WITH CHILDREN EXPERIENCING ADJUSTMENT DIFFICULTIES Donald E. McGuire, B.S., M.Ed. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS August 2000 APPROVED: Garry L. Landreth, Major Professor and Chair Donna Fleming, Minor Professor Carolyn W. Kern, Committee Member Jan Holden, Program Coordinator Michael Altekruse, Chair of the Department of Counseling, Development, and Higher Education M. Jean Keller, Dean of the College of Education C. Neal Tate, Dean of the Robert B. Toulouse School of Graduate Studies McGuire, Donald E., Child-Centered Group Play Therapy with Children Experiencing Adjustment Difficulties, Doctor of Philosophy (Counseling and Student Services), August 2000, 97 pp., 24 tables, references, 89 titles. This research study investigated the effectiveness of child-centered group play therapy with children experiencing adjustment difficulties. Specifically, this study determined the effectiveness of child-centered group play therapy in: (a) improving self- concept, (b) reducing externalizing, internalizing, and overall behavior problems, (c) enhancing emotional and behavioral adjustment to the school environment, and (d) increasing self-control of kindergarten children experiencing adjustment difficulties. Also investigated were child-centered group play therapy effects on reducing parenting stress of the parents of kindergarten children experiencing adjustment difficulties. The experimental group consisted of 15 kindergarten children who received one 40-minute child-centered group play therapy session per week, for twelve weeks. Group facilitators were play therapists who were doctoral students at the University of North Texas. The control group consisted of the 14 kindergarten students that had been assigned to the control group in Baggerly’s (1999) study. -
Intravenous Iron Replacement Therapy (Feraheme®, Injectafer®, & Monoferric®)
UnitedHealthcare® Commercial Medical Benefit Drug Policy Intravenous Iron Replacement Therapy (Feraheme®, Injectafer®, & Monoferric®) Policy Number: 2021D0088F Effective Date: July 1, 2021 Instructions for Use Table of Contents Page Community Plan Policy Coverage Rationale ....................................................................... 1 • Intravenous Iron Replacement Therapy (Feraheme®, Definitions ...................................................................................... 3 Injectafer®, & Monoferric®) Applicable Codes .......................................................................... 3 Background.................................................................................... 4 Benefit Considerations .................................................................. 4 Clinical Evidence ........................................................................... 5 U.S. Food and Drug Administration ............................................. 7 Centers for Medicare and Medicaid Services ............................. 8 References ..................................................................................... 8 Policy History/Revision Information ............................................. 9 Instructions for Use ....................................................................... 9 Coverage Rationale See Benefit Considerations This policy refers to the following intravenous iron replacements: Feraheme® (ferumoxytol) Injectafer® (ferric carboxymaltose) Monoferric® (ferric derisomaltose)* The following -
Group Cognitive Analytic Therapy for Female Survivors of Childhood Sexual Abuse
This is a repository copy of Group cognitive analytic therapy for female survivors of childhood sexual abuse. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/102719/ Version: Accepted Version Article: Calvert, R., Kellett, S. and Hagan, T. (2015) Group cognitive analytic therapy for female survivors of childhood sexual abuse. British Journal of Clinical Psychology, 54 (4). pp. 391-413. ISSN 0144-6657 https://doi.org/10.1111/bjc.12085 This is the peer reviewed version of the following article: Calvert, R., Kellett, S. and Hagan, T. (2015), Group cognitive analytic therapy for female survivors of childhood sexual abuse. Br J Clin Psychol, 54: 391–413, which has been published in final form at doi:10.1111/bjc.12085. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. -
Study Guide Medical Terminology by Thea Liza Batan About the Author
Study Guide Medical Terminology By Thea Liza Batan About the Author Thea Liza Batan earned a Master of Science in Nursing Administration in 2007 from Xavier University in Cincinnati, Ohio. She has worked as a staff nurse, nurse instructor, and level department head. She currently works as a simulation coordinator and a free- lance writer specializing in nursing and healthcare. All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text shouldn’t be regarded as affecting the validity of any trademark or service mark. Copyright © 2017 by Penn Foster, Inc. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515. Printed in the United States of America CONTENTS INSTRUCTIONS 1 READING ASSIGNMENTS 3 LESSON 1: THE FUNDAMENTALS OF MEDICAL TERMINOLOGY 5 LESSON 2: DIAGNOSIS, INTERVENTION, AND HUMAN BODY TERMS 28 LESSON 3: MUSCULOSKELETAL, CIRCULATORY, AND RESPIRATORY SYSTEM TERMS 44 LESSON 4: DIGESTIVE, URINARY, AND REPRODUCTIVE SYSTEM TERMS 69 LESSON 5: INTEGUMENTARY, NERVOUS, AND ENDOCRINE S YSTEM TERMS 96 SELF-CHECK ANSWERS 134 © PENN FOSTER, INC. 2017 MEDICAL TERMINOLOGY PAGE III Contents INSTRUCTIONS INTRODUCTION Welcome to your course on medical terminology. You’re taking this course because you’re most likely interested in pursuing a health and science career, which entails proficiencyincommunicatingwithhealthcareprofessionalssuchasphysicians,nurses, or dentists. -
A Cognitive Behavioral Therapy Group Counseling Model
Tier II Mental Health Services: A CBT Therapy Group Model Jessica Cockroft M.Ed. Sarah Peterson M.Ed. Agenda ● Overview of Methuen Public Schools ● Mental Health in Schools/MPS Mental Health Initiative ● Tiered Services at MHS ● Group Counseling ● Group Counseling Research and CBT Model ● Screening at MHS ● Referral Process for Group ● Group Session Overview ● Program Implementation ● Questions Overview of Methuen, MA City of Methuen, Massachusetts ● 27 miles North of Boston ● Approximately 48,000 residents School District ● 4 Grammar Schools PK-8 (approximately 1500 students per school) ● 1 High School (approximately 2000 students) ● Approximately 7000 students ○ 24.6% First Language not English ○ 8% ELL ○ 15.6% Students with disabilities ○ 44.8% High Needs ○ 30.2% Economically Disadvantaged ○ 1.3% Dropout What About Methuen?: Geographic Risk Factors ● Low SES population ○ One of the most replicated findings regarding mental health shows that low SES populations are at an increased risk for developing mental health problems ○ Decreased access to community mental health ● Higher than average rate of DCF-involved youth ○ Exposure to trauma ○ Insufficient support networks ○ High rate of transition between placements ● Below average educational attainment per capita ○ Parental educational attainment impacts children’s emotional and cognitive development Mental Health Overview ● Mental Health Initiative in MPS ○ University of Maryland - Center for School Mental Health (CSMH) ■ Definition: “Comprehensive School Mental Health System (CSMHS) is defined as school-district-community-family partnerships that provide a continuum of evidence-based mental health services to support students, families and the school community.” ● MPS has developed a Comprehensive School Mental Health System (CSMHS) ○ Established a variety of collaborative partnerships ■ Created a formal mental health initiative committee with sub-committees/teams ○ Uses evidence-based services and supports ■ Intervention planning and progress monitoring district-wide (i.e. -
Development of Research Designs for Investigating Concepts of Analytical Psychology and the Efficacy/Effectiveness of Jungian Psychotherapy
Development of research designs for investigating concepts of Analytical Psychology and the efficacy/effectiveness of Jungian psychotherapy Prof. Dr. Christian Roesler Professor of Clinical Psychology With assistance from Julia Engelhardt Telefon +49 761 200-1513 Fax +49 761 200-1496 E-Mail: [email protected] ____________________________________________________________________ Karlstraße 63 79104 Freiburg www.kh-freiburg.de 2 1. Introduction Carl Gustav Jung (1875-1961) is one of the founding fathers of modern psychotherapy. After some years of collaboration with Freud at the beginning of the 20th century, Jung broke ties with Freud in 1912 and developed his own psychoanalytic approach, later called Analytical Psychology (AP). Jung had a major influence on the development of psychotherapy. His use of creative techniques made him the founder of art therapy methods; he was the first to use techniques of imagination to influence the inner world of patients, a method that has recently been adopted in a number of psychotherapy approaches (e.g., the treatment of posttraumatic stress disorder); and he was the first to postulate that in the training of psychoanalysts there should be an extensive training analysis. In spite of this influence and the fact that Jungian psychotherapy is well established all over the world in mental health care as well as in training structures, there are few publications on the empirical foundations of Jungian psychology and the effectiveness of Jungian psychotherapy. Although Jungian psychotherapy has a long history and has been practiced for more than 100 years, the Jungian approach has long been criticized for a lack of proof of its effectiveness. -
Mir-205: a Potential Biomedicine for Cancer Therapy
cells Review miR-205: A Potential Biomedicine for Cancer Therapy Neeraj Chauhan 1,2 , Anupam Dhasmana 1,2, Meena Jaggi 1,2, Subhash C. Chauhan 1,2 and Murali M. Yallapu 1,2,* 1 Department of Immunology and Microbiology, School of Medicine, University of Texas Rio Grande Valley, McAllen, TX 78504, USA; [email protected] (N.C.); [email protected] (A.D.); [email protected] (M.J.); [email protected] (S.C.C.) 2 South Texas Center of Excellence in Cancer Research, School of Medicine, University of Texas Rio Grande Valley, McAllen, TX 78504, USA * Correspondence: [email protected]; Tel.: +1-(956)-296-1734 Received: 3 June 2020; Accepted: 21 August 2020; Published: 25 August 2020 Abstract: microRNAs (miRNAs) are a class of small non-coding RNAs that regulate the expression of their target mRNAs post transcriptionally. miRNAs are known to regulate not just a gene but the whole gene network (signaling pathways). Accumulating evidence(s) suggests that miRNAs can work either as oncogenes or tumor suppressors, but some miRNAs have a dual nature since they can act as both. miRNA 205 (miR-205) is one such highly conserved miRNA that can act as both, oncomiRNA and tumor suppressor. However, most reports confirm its emerging role as a tumor suppressor in many cancers. This review focuses on the downregulated expression of miR-205 and discusses its dysregulation in breast, prostate, skin, liver, gliomas, pancreatic, colorectal and renal cancers. This review also confers its role in tumor initiation, progression, cell proliferation, epithelial to mesenchymal transition, and tumor metastasis. -
Benefits, Limitations, and Potential Harm in Psychodrama
Benefits, Limitations, and Potential Harm in Psychodrama (Training) © Copyright 2005, 2008, 2010, 2013, 2016 Rob Pramann, PhD, ABPP (Group Psychology) CCCU Training in Psychodrama, Sociometry, and Group Psychotherapy This article began in 2005 in response to a new question posed by the Utah chapter of NASW on their application for CEU endorsement. “If any speaker or session is presenting a fairly new, non-traditional or alternative approach, please describe the limitations, risks and/or benefits of the methods taught.” After documenting how Psychodrama is not a fairly new, non-traditional or alternative approach I wrote the following. I have made minor updates to it several times since. As a result of the encouragement, endorsement, and submission of it by a colleague it is listed in the online bibliography of psychodrama http://pdbib.org/. It is relevant to my approach to the education/training/supervision of Group Psychologists and the delivery of Group Psychology services. It is not a surprise that questions would be raised about the benefits, limitations, and potential harm of Psychodrama. J.L. Moreno (1989 – 1974) first conducted a psychodramatic session on April 1, 1921. It was but the next step in the evolution of his philosophical and theological interests. His approach continued to evolve during his lifetime. To him, creativity and (responsible) spontaneity were central. He never wrote a systematic overview of his approach and often mixed autobiographical and poetic material in with his discussion of his approach. He was a colorful figure and not afraid of controversy (Blatner, 2000). He was a prolific writer and seminal thinker. -
Allied Health Professionals Consumer Fact Sheet Board of Registration of Allied Health Professionals
Allied Health Professionals Consumer Fact Sheet Board of Registration of Allied Health Professionals The Board of Registration in Allied Health evaluates the qualifications of applicants for licensure and grants licenses to those who qualify. It establishes rules and regulations to ensure the integrity and competence of licensees. The Board is the link between the consumer and the allied health professional and, as such, promotes the public health, welfare and safety. Allied health professionals are occupational therapists and assistants, athletic trainers, and physical therapists and assistants. Occupational Therapists/Occupational Therapist Assistants Occupational therapists are health professionals who use occupational activities with specific goals in helping people of all ages to prevent, lessen or overcome physical, psychological or developmental disabilities. Occupational Therapists and Occupational Therapist Assistants help people with physical, psychological, or developmental problems regain abilities or adjust to handicaps. They work with physicians, physical and speech therapists, nurses, social workers, psychologists, teachers and other specialists. Patients may face handicaps, injuries, illness, psychological or social problems, or barriers due to age, economic, and cultural factors. Occupational Therapists: Consult with treatment teams to develop individualized treatment programs. Select and teach activities based on the needs and capabilities of each patient Evaluate each patient's progress, attitude and behavior. Design special equipment to aid patients with disabilities. Teach patients how to adjust to home, work, and social environments. Test and evaluate patients' physical and mental abilities. Educate others about occupational therapy. The goal of occupational therapy (OT) is for persons to achieve the highest level of independence after an injury or illness. OT addresses the whole person - cognitive, physical and emotional status. -
Massage Therapy Admission Packet
Caldwell Community College and Technical Institute Welcome to Caldwell Community College and Technical Institute. In this packet, you will find information about our Massage Therapy Program including costs, requirements, and details on how to prepare for your new career. Caldwell Campus 2855 Hickory Blvd Hudson, NC 28638 828.726.2200 Watauga Campus 372 Community College Drive Boone, NC 28607 828.297.8120 Amy Swink Massage Therapy Program Coordinator Watauga Campus E-mail: [email protected] Phone: (828)726-2242 and (828) 297-3811 MASSAGE THERAPY COURSE HEA 3021 This course is designed to prepare the student for the certification examination required for the North Carolina licensure application process. Through class work and practical “hands-on” training, students obtain a solid foundation for professional practice as a Massage Therapist. Upon successful completion of the course, the student is eligible to sit for the state exam and apply for state licensure in North Carolina. Competitive Admissions: Students, who successfully complete Massage Therapy training at CCC&TI, will receive two (2) points toward admission into the Physical Therapy Assistant program at CCC&TI Educational Pathway Example: Massage Therapy training > Licensure by examination > Licensed Massage and Bodywork Therapist Estimated Hourly Earnings: According to the Bureau of Labor Statistics website ( www.bls.gov/oes/current/oes319011.htm), current mean annual wage is $44,950. Employment Opportunities: • Chiropractic offices • Home care agencies • Hospice • Hospitals • Medical offices • Retirement homes • Self-employment • Spas FAQs • Is massage therapy training required to become licensed in North Carolina? o Yes. The North Carolina Board of Massage and Bodywork Therapy (NCBMBT) requires an applicant to successfully complete a state approved training program consisting of a minimum 500 in-class training hours.