This book provides school personnel with information on how concussion (mild traumatic brain injury) can affect learning, mental health, and social-emotional functioning, skills in developing and leading a school-based concussion support team, tools for school-based concussion assessment, and information on a safe, gradual process of returning to the academic environment. It explains what happens to the brain at the moment of impact, terminology, prevalence rates, causes, risk factors, and issues related to underreporting of concussions. Educators will learn about developmental effects, how concussions can affect students of different ages, as well as difficulties that can result from concussions such as postconcussion syndrome and second impact syndrome. This book presents a school-based concussion team model, including the specific responsibilities of the concussion team leader (CTL), and a discussion of maintaining student privacy through regulations like the Health Insurance Portability and Accountability Act of 1996. Readers are familiarized with checklists that can be used within the school and assessment tools such as Acute Concussion Evaluation (ACE) and neuropsychological assessment. Readers are also familiarized with how physical and cognitive rest can be balanced with a return to activity during the recovery period. This book also book gives concussion team members guidance on the selection of appropriate strategies, as well as decision making during a student’s return to academics, and discusses concussion prevention information by providing guidance on how readers might train others on concussion recognition and response. Case studies are integrated throughout the chapters.
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This book presents theoretical underpinnings of perinatal and pediatric bereavement, chapters on dimensions of perinatal and pediatric loss that have been of interest recently, and clinical interventions derived from research. It is divided into two sections. The first section has 10 chapters focusing on aspects of perinatal loss. It presents background content on various grief theories developed in the past five decades. These theories have expanded our understanding of the processes of death, dying, and bereavement. Grief after pregnancy loss can be more complicated for certain groups. The book provides a comprehensive overview of perinatal grief among lesbian couples and an overview of perinatal loss in adolescents, discussing normal adolescent growth and development, and using Sanders’s integrated theory of bereavement to discuss the common physical, emotional, social, and cognitive reactions to loss. The second section has eight chapters focusing on various aspects of caring for families whose children are dying or who have died, and caring for children who are grieving. Sometimes, the death of a child can occur under traumatic circumstances, setting the stage for very intense psychological responses. The book focuses on the impact of the cause of the death on posttraumatic stress responses and overall parental health after the traumatic loss of a child and describes supportive interventions for bereaved parents. Suicide is one of the most traumatic losses a family can experience. Finally, the book presents the importance of creating and capturing meaningful moments in the time leading up to and after the death of a child, focusing on the importance of relationships among families and professionals as they prepare for the child’s death.
This book offers practical guidance and strategies to avoid the common pitfalls of eye movement desensitization and reprocessing (EMDR) practice through the 8-phase protocol. It proposes to guide those therapists into a safer way of working while encouraging them to access accredited training and supervision for their practice. The scope of the book is limited to EMDR practice with adults. Phase 1 of the standard EMDR protocol is history taking. It is important to determine whether the client is appropriate for EMDR selection. The therapist needs to help the client to identify and practice appropriate coping strategies that will support the client throughout the therapy. Therapists need to address any fears that the client (or therapist) may have about the later desensitization. Failing to do this can result in problems later. Many of the clients that come for EMDR will have a history of complex trauma or a chaotic childhood. The treatment plan needs to identify specific targets for reprocessing. This will be a three-pronged approach that includes the past memories that appeared to have set the pathology in process, the present situations that, and people who, exacerbate this dysfunction, and the desired future response, emotionally, cognitively, and behaviorally. Clients and therapists need to understand the rationale for selecting a particular target utilizing prioritization and clustering techniques as illustrated with the case study. Choosing the correct target can involve some detective work, but this will be time well spent. The book guides practitioners on how to identify the components of a memory network for reprocessing. It then focuses on the assessment phase and the importance of negative cognitions (NCs) drawing heavily on illustrative case vignettes.
This book provides a multidisciplinary compendium of research pertaining to aging among diverse racial and ethnic populations in the United States. It focuses on paramount public health, social, behavioral, and biological concerns as they relate to the needs of older minorities. The book is divided into four parts covering psychology, public health/biology, social work, and sociology of minority gang. The book focuses on the needs of four major race and ethnic groups: Asian/Pacific Islander, Hispanic/Latino, black/African American, and Native American. It also includes both inter- and intra-race and ethnic group research for insights regarding minority aging. The chapters focus on an array of subject areas that are recognized as being critical to understanding the well-being of minority elders. These include psychology (cognition, stress, mental health, personality, sexuality, religion, neuroscience, discrimination); medicine/nursing/public health (mortality and morbidity, disability, health disparities, long-term care, genetics, nutritional status, health interventions, physical functioning); social work (aging, caregiving, housing, social services, end-of-life care); and sociology (Medicare, socioeconomic status (SES), work and retirement, social networks, context/neighborhood, ethnography, gender, demographics).
This book explores a set of key topics that have shaped research and given us a much better understanding of how language processing works. The study of language involves examining sounds, structure, and meaning, and the book covers the aspects of language in each of these areas that are most relevant to psycholinguistics. The book then covers relatively low-tech methods that simply involve pencil and paper as well as very high-tech methods like functional magnetic resonance imaging (fMRI) that use advanced technology to determine brain activity in response to language and discusses a topic that has dominated the field for over two decades how people handle ambiguity in language. It describes how language is represented, both in the brain itself and in how multiple languages interact, which parts of the brain are critical for the basics of language, and how language ability can be disrupted when the brain is damaged. The book further talks about progressive language disorders like semantic dementia and what the study of disordered language can tell us about the neurological basis of language. Finally, it looks at sign language research to see if and how sign language processing differs from speech and a relatively new hypothesis that has emerged: most previous work has taken for granted that comprehenders (and speakers) fully process language, that is that we try to build complete representations of what we hear, read, or produce.
This book was conceived out of the authors' shared vision to synthesize key neurobiological developments with effective developments in clinical practice to offer both understanding and practical guidance for the many practitioners working to heal people burdened with traumatic sequelae. It is unique in bringing in all levels of the brain from the brainstem, through the thalamus and basal ganglia, to the limbic structures, including the older forms of cortex, to the neocortex. The book looks at the neurochemistry of peritraumatic dissociation (PD) and explores the effects on neuroplasticity and the eventual structural dissociation. Individual chapters focus on the definition of PD and tonic immobility (TI) and their associations with posttraumatic psychopathology, and review disturbances in self-referential processing and social cognition in posttraumatic stress disorder (PTSD) related to early-life trauma. Separate chapters focus on the modulatory role of the neuropetides in attachment as well as autonomic regulation, and highlight mesolimbic dopamine (ML-DA) system as central to the experiences of affiliation, attachment urge when under threat, attachment urge during experience of safety, and to the distress of isolation and/or submission. The book while increasing awareness of different parts of the self and ultimately creating a more stable sense of self, also incorporates psychoanalytic, cognitive behavioral, and hypnotic methods, as well as specific ego state, somatic/sensorimotor therapies, eye movement desensitization and reprocessing (EMDR), and variations of EMDR suitable for working with trauma in the attachment period. The latter methods are explicitly information-processing methods that address affective and somatic modes of processing.
This book focuses on the key issues surrounding multicultural neurorehabilitation for a wide range of health care professionals. The study of traumatic brain injury has seen a clear evolution in the sophistication, breadth, and depth of findings concerning neuroepidemiology as it affects racial and ethnic minorities. As large-scale epidemiological studies increasingly include and distinguish individuals of color and linguistic minorities together with religion, sexual orientation, physical disabilities, place of residence, and key socioeconomic variables that interact with race/ethnicity, more information will be available to make changes in policy, training, and clinical service delivery. Neuropsychological assessment involves the administration of a battery of tests that assess a variety of cognitive domains to obtain a clinical picture of brain behavior relationships. Within the inpatient rehabilitation setting, neuropsychologists often perform various functions, including neuropsychological assessment, psychotherapy, and assistance with adjustment issues for patients and their families. The book discusses some of the common cultural issues that impact neuropsychology in an inpatient rehabilitation setting. Considerations of race and ethnicity, disability culture, military and veteran culture, and cultural aspects of religiousness and spirituality are all considered in the book. The authors in the book wrote from their own perspectives as clinicians and researchers, representing diverse cultural backgrounds and neurorehabilitation contexts and roles. Hopefully, the book will generate more discussion, research, and literature on multicultural neurorehabilitation.
The goal of this book is to teach the ability to form an autonomous and clinically useful opinion about any 12-lead electrocardiogram (EKG). It introduces basic principles of anatomy and physiology, including a review of the heart’s electrical system. The heart has an intricate electrical system, made up of highly specialized cells, that is responsible for generating each heart beat. The heart’s electrical system consists of five structures: the sinoatrial (SA node), the atrioventricular (AV node), the bundle of His, the right and left bundle branches, and the Purkinje fibers. One of the most basic yet important pieces of information the EKG provides is the heart rate (HR). The most accurate way to measure heart rate is by measuring the R-R interval. Learning the normal electrical direction of forces in the heart provides a simple and scientific way of understanding and interpreting an EKG. The book also discusses vital elements of cardiology, such as atrial and ventricular arrhythmias, conduction abnormalities and heart block, ischemic and nonischemic disorders, and more. It explains various types of heart blocks such as premature atrial contraction, sinus arrest and asystole, and various types of pacemakers such as ventricular pacemaker and artrial pacemakers. Drug effects and toxicities, electrolyte imbalances, trauma, pericardial diseases, lung disease, cancer, cardiomyopathies, and systemic diseases are conditions that can cause specific changes on the EKG.
Eye Movement Desensitization and Reprocessing (EMDR) Scripted Protocols: Basics and Special Situations
Scripting is a way to inform and remind the Eye Movement Desensitization and Reprocessing (EMDR) practitioner of the component parts, sequence, and language used to create an effective outcome. As EMDR is a fairly complicated process, this book provides step-by-step scripts that will enable beginning practitioners to enhance their expertise more quickly. The book is separated into nine parts. The Client History part represents the first of the eight phases of EMDR treatment. The ability to gather, formulate, and then use the material in the intake part of treatment is crucial to an optimal outcome in any therapist’s work. Part II includes an important element of the Preparation Phase that addresses ways to introduce and explain EMDR, trauma, and the adaptive information processing (AIP) model. The importance of teaching clients how to create personal resources is the topic of Part III. Here, an essential element of the Preparation/Second Phase of EMDR work is addressed to ensure clients’ abilities to contain their affect and remain stable as they move through the EMDR process. Part IV shows how to work with clients concerning the targeting of their presenting problems when the usual ways do not work such as usage of drawings to concretize clients’ conceptualization of their issues and usage of an alternative initial targeting method. Part V includes protocols that have been scripted based on the material that appears in Francine Shapiro’s EMDR textbook. Parts VI and VII address EMDR and early intervention procedures for man-made and natural catastrophes for individuals and groups. Performance enhancement and clinician’s self-care are dealt with in the final two parts of the book.
This book is a response that fosters education, practice development, and professionalism. The bachelor of science in nursing (BSN) is the essential educational foundation to give nurses the knowledge to improve health outcomes and provide the highest quality care. It provides the essentials of nursing theory and the importance of having a philosophy of nursing that informs our professional role. The book is written to assist with the transition from the role of the LPN to the baccalaureate-prepared registered nurse (RN). Licensed practical nurses (LPNs) who enter a university to advance their education through seeking a baccalaureate of nursing degree often find the experience of socializing into the new professional role challenging. The book analyzes the change process, discusses Benner’s stages of clinical competence, examines the philosophy of nursing and describes stress reduction measures. The terms leadership and management are described, and the role of the baccalaureate-prepared nurse as leader and manager is explored. Finally the book talks about the Skill Competencies required for the Baccalaureate-Prepared Nurse-electronic health records (EHRs); the Technology Informatics Guiding Education Reform (TIGER) Movement; Simulated E-Health Delivery System (SEEDS) and Nursing Informatics Education Model (NIEM). The Quality and Safety Education for Nurses (QSEN) program was created in 2005 by an expert panel of nursing educators with the aim of preparing future nurses to continuously advance the quality and safety of the health care system in which they practice. The group developed six core competencies to be incorporated into nursing curricula: client-centered care; teamwork and collaboration; evidence-based practice; quality improvement; safety; and informatics.