Application Group: Broadening the Patient Experience in a Psychiatric Organization

1974 ◽  
Vol 124 (580) ◽  
pp. 247-251 ◽  
Author(s):  
Lowell Cooper
Keyword(s):  
Patient Experience ◽  
Work Groups ◽  
Clinical Settings ◽  
Responsible Leadership ◽  
Laboratory Setting ◽  
Group Relations ◽  
Unconscious Processes ◽  
Group Life ◽  
Staff Function ◽  
Tavistock Conference

The Tavistock conference model of Group Relations Training, described in some depth by Rioch (1970) and O'Conner (1971), provides participants with a focus on the problems of leadership and authority as they develop and emerge in a variety of relatively unstructured group contexts within a time-limited laboratory setting. The major conference experience involves participation in ‘here and now’ groups with the use of staff in a consultative role, i.e. the staff function being to focus exclusively on the covert or unconscious processes in the group. So the usual consultant role involves no comments to individuals but a rigorous focus on the dynamics of the group as a whole; a role which has been described in more clinical settings by Bion (1968), Coffey (1966) and Ezriel (1950). ‘One of the major aims of the conferences is to contribute to people's ability to form serious work groups committed to the performance of clearly defined tasks …. A second major aim … is the development of more responsible leadership and fellowship in group life’ (Rioch, 1970, p. 347).

Reimagining Cultural Competence: Bringing Buried Dynamics Into the Light

2017 ◽  
Vol 53 (2) ◽  
pp. 264-289 ◽  
Author(s):  
Erica Gabrielle Foldy ◽  
Tamara R. Buckley
Keyword(s):  
Organizational Change ◽  
Cultural Competence ◽  
Defense Mechanisms ◽  
Group Relations ◽  
Unconscious Processes ◽  
Key Concepts ◽  
Equity And Inclusion

Many organizations attempt to increase cultural competence as one way to foster organizational change to enhance equity and inclusion. But the literature on cultural competence is largely silent on the role of emotion, despite the strong feelings that inevitably accompany work in cross-racial dyads, groups, and institutions. We offer group relations theory as an approach rooted in the importance of emotions, especially anxiety, and offering a rich awareness of how unconscious processes, including defense mechanisms like splitting and projection, drive that anxiety. We show how this approach helps us both diagnose and address difficult dynamics, including by recognizing entrenched power inequities. We draw on examples from others’ research as well as our own research, teaching, and consulting to illustrate key concepts. Ultimately, we argue that buried emotions can create distance and inhibit change. Surfacing and addressing them can foster connection and provide a way for organizations to move forward.

Electrocardiogram Interference: A Thing of the Past?

2012 ◽  
Vol 46 (6) ◽  
pp. 470-477 ◽  
Author(s):  
Luis A. Melendez ◽  
Richard M. Pino
Keyword(s):  
Cardiopulmonary Bypass ◽  
Bypass Surgery ◽  
Clinical Settings ◽  
Electrode Impedance ◽  
Laboratory Setting ◽  
The Past ◽  
Cardiopulmonary Bypass Surgery ◽  
Electrocardiogram Ecg ◽  
Ecg Morphology ◽  
Ecg Interference

Abstract This paper focuses on the problem of high and/or imbalanced electrode-skin impedances changing electrocardiogram (ECG) morphology. After reproducing ECG interference in a controlled laboratory setting—similar to what was observed during cardiopulmonary bypass surgery— and then understanding the cause, this knowledge was applied to clinical settings. Most interference was reduced by using electrode impedance meters and consistent skin prep.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Abstract #1086: Patient Experience with Severe Low Energy Following Total Thyroidectomy for Papillary Thyroid Cancer

2017 ◽  
Vol 23 ◽  
pp. 258
Author(s):  
Elizabeth Wendt ◽  
Maria Bates ◽  
Reese Randle ◽  
Jason Orne ◽  
Cameron Macdonald ◽  
...  
Keyword(s):  
Thyroid Cancer ◽  
Total Thyroidectomy ◽  
Papillary Thyroid Cancer ◽  
Patient Experience ◽  
Low Energy ◽  
Papillary Thyroid

692 A novel prognostic index including comorbidities for stable heart failure validated in different clinical settings

2006 ◽  
Vol 5 (1) ◽  
pp. 156-156
Author(s):  
M SENNI ◽  
G SANTILLI ◽  
P PARRELLA ◽  
R DEMARIA ◽  
G ALARI ◽  
...  
Keyword(s):  
Heart Failure ◽  
Prognostic Index ◽  
Clinical Settings

Transcranial Electrical Stimulation in Post-Stroke Cognitive Rehabilitation

2016 ◽  
Vol 21 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Silvia Convento ◽  
Cristina Russo ◽  
Luca Zigiotto ◽  
Nadia Bolognini
Keyword(s):  
Electrical Stimulation ◽  
Cognitive Rehabilitation ◽  
Cognitive Disorders ◽  
Spatial Neglect ◽  
Transcranial Electrical Stimulation ◽  
Clinical Settings ◽  
Post Stroke ◽  
Neuropsychological Disorders ◽  
Current State ◽  
Stimulation Technique

Abstract. Cognitive rehabilitation is an important area of neurological rehabilitation, which aims at the treatment of cognitive disorders due to acquired brain damage of different etiology, including stroke. Although the importance of cognitive rehabilitation for stroke survivors is well recognized, available cognitive treatments for neuropsychological disorders, such as spatial neglect, hemianopia, apraxia, and working memory, are overall still unsatisfactory. The growing body of evidence supporting the potential of the transcranial Electrical Stimulation (tES) as tool for interacting with neuroplasticity in the human brain, in turn for enhancing perceptual and cognitive functions, has obvious implications for the translation of this noninvasive brain stimulation technique into clinical settings, in particular for the development of tES as adjuvant tool for cognitive rehabilitation. The present review aims at presenting the current state of art concerning the use of tES for the improvement of post-stroke visual and cognitive deficits (except for aphasia and memory disorders), showing the therapeutic promises of this technique and offering some suggestions for the design of future clinical trials. Although this line of research is still in infancy, as compared to the progresses made in the last years in other neurorehabilitation domains, current findings appear very encouraging, supporting the development of tES for the treatment of post-stroke cognitive impairments.

“The Unconscious” in Current Psychology

2010 ◽  
Vol 15 (3) ◽  
pp. 193-201 ◽  
Author(s):  
Elisabeth Norman
Keyword(s):  
Cognitive Psychology ◽  
Verbal Report ◽  
Psychological Research ◽  
Operational Definition ◽  
The Unconscious ◽  
Apparent Lack ◽  
Unconscious Processing ◽  
Unconscious Processes ◽  
Intermediate States ◽  
Definition Of

A series of vignette examples taken from psychological research on motivation, emotion, decision making, and attitudes illustrates how the influence of unconscious processes is often measured in a range of different behaviors. However, the selected studies share an apparent lack of explicit operational definition of what is meant by consciousness, and there seems to be substantial disagreement about the properties of conscious versus unconscious processing: Consciousness is sometimes equated with attention, sometimes with verbal report ability, and sometimes operationalized in terms of behavioral dissociations between different performance measures. Moreover, the examples all seem to share a dichotomous view of conscious and unconscious processes as being qualitatively different. It is suggested that cognitive research on consciousness can help resolve the apparent disagreement about how to define and measure unconscious processing, as is illustrated by a selection of operational definitions and empirical findings from modern cognitive psychology. These empirical findings also point to the existence of intermediate states of conscious awareness, not easily classifiable as either purely conscious or purely unconscious. Recent hypotheses from cognitive psychology, supplemented with models from social, developmental, and clinical psychology, are then presented all of which are compatible with the view of consciousness as a graded rather than an all-or-none phenomenon. Such a view of consciousness would open up for explorations of intermediate states of awareness in addition to more purely conscious or purely unconscious states and thereby increase our understanding of the seemingly “unconscious” aspects of mental life.

Measurement Invariance of the Parent Version of the Strengths and Difficulties Questionnaire (SDQ) Across Community and Clinical Populations

2018 ◽  
Vol 34 (4) ◽  
pp. 238-246 ◽  
Author(s):  
Iris A. M. Smits ◽  
Meinou H. C. Theunissen ◽  
Sijmen A. Reijneveld ◽  
Maaike H. Nauta ◽  
Marieke E. Timmerman
Keyword(s):  
Measurement Invariance ◽  
Clinical Sample ◽  
Community Sample ◽  
Strengths And Difficulties Questionnaire ◽  
Emotional And Behavioral Problems ◽  
Clinical Settings ◽  
Favorable Result ◽  
Strengths And Difficulties ◽  
Parent Version ◽  
Clinical Populations

Abstract. The Strengths and Difficulties Questionnaire (SDQ) is a popular screening instrument for the detection of social-emotional and behavioral problems in children in community and clinical settings. To sensibly compare SDQ scores across these settings, the SDQ should measure psychosocial difficulties and strengths in the same way across community and clinical populations, that is, the SDQ should be measurement invariant across both populations. We examined whether measurement invariance of the parent version of the SDQ holds using data from a community sample (N = 707) and a clinical sample (N = 931). The results of our analysis suggest that measurement invariance of the SDQ parent version across community and clinical populations is tenable, implying that one can compare the SDQ scores of children across these populations. This is a favorable result since it is common clinical practice to interpret the scores of a clinical individual relative to norm scores that are based on community samples. The findings of this study support the continued use of the parent version of the SDQ in community and clinical settings.

Work Groups

1956 ◽  
Vol 1 (1) ◽  
pp. 19-19
Author(s):  
Gilbert K. Krulee
Keyword(s):  
Work Groups
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