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Psychosocial Assessment in Nursing: A Comprehensive Guide, Summaries of Psychiatry

psychiatric mental health nursing. its all about the summarization of each chapters 8 to 16

Typology: Summaries

2022/2023

Uploaded on 05/08/2023

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CHAPTER 8 : ASSESSMENT
FACTOR INFLUENCING ASSESSMENT
1. Client participation / feedback
- A thorough and complete
psychosocial assessment requires
active client participation.
- if the client is unable or unwilling
to participate, some areas of the
assessment will be incomplete or
vague.
-For example, the client who is
extremely depressed may not have
the energy to answer questions or
complete the assessment
2. Client health status
- also affect the psychosocial
assessment. If the client is
anxious, tired, or in pain, the nurse
may have difficulty eliciting the
client’s full participation in the
assessment.
- The information that the nurse
obtains may reflect the client’s
pain or anxiety rather than an
accurate assessment of the client’s
situation.
3. Clients previous experiences /
misconception about health care
- The client’s perception of his or
her circumstances can elicit
emotions that interfere with
obtaining an accurate
psychosocial assessment. I
- The nurse must address the
client’s feelings and perceptions to
establish a trusting working
relationship before proceeding
with the assessment.
4. Clients ability to understand
- The nurse must also determine the
client’s ability to hear, read, and
understand the language being used
in the assessment
- It is important that the information
in the assessment reflects the
client’s health status; it should not
be a result of poor communication.
5. Nurse’s attitude and approach
- can influence the psychosocial
assessment.
- The nurse must be aware 310 of his
or her own feelings and responses
and approach the assessment matter
of-factly
HOW TO CONDUCT THE INTERVIEW
1. Environment
- The nurse should conduct the
psychosocial assessment in an
environment that is comfortable,
private, and safe for both the client
and the nurse.
- An environment that is fairly quiet
with few distractions allows the
client to give his or her full
attention to the interview
2. Input from Family and Friends
- If family members, friends, or
caregivers have accompanied the
client, the nurse should obtain their
perceptions of the client’s behavior
and emotional state
How to Phrase Questions
1. Open ended question
- What brings you here today?
- Tell me what has been happening to
you.
- How can we help you?
If the client cannot organize his or her thoughts
or has difficulty answering open-ended
questions, the nurse may need to use more
direct questions to obtain information.
Questions need to be clear, simple, and focused
on one specific behavior or symptom; they
should not cause the client to remember several
things at once
2. Closed - ended question
- How many hours did you sleep last
night?
- Have you been thinking about suicide?
- How much alcohol have you been
drinking?
- How well have you been sleeping?
- How many meals a day do you eat?
- What over-the-counter medications are
you taking?
The nurse should use a nonjudgmental tone and
language, particularly when asking about
sensitive information such as drug or alcohol
use, sexual behavior, abuse or violence, and
child-rearing practices. Using nonjudgmental
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CHAPTER 8 : ASSESSMENT

FACTOR INFLUENCING ASSESSMENT

1. Client participation / feedback - A thorough and complete psychosocial assessment requires active client participation. - if the client is unable or unwilling to participate, some areas of the assessment will be incomplete or vague. - For example, the client who is extremely depressed may not have the energy to answer questions or complete the assessment

  1. Client health status
    • also affect the psychosocial assessment. If the client is anxious, tired, or in pain, the nurse may have difficulty eliciting the client’s full participation in the assessment.
    • The information that the nurse obtains may reflect the client’s pain or anxiety rather than an accurate assessment of the client’s situation. 3. Clients previous experiences / misconception about health care
      • The client’s perception of his or her circumstances can elicit emotions that interfere with obtaining an accurate psychosocial assessment. I
      • The nurse must address the client’s feelings and perceptions to establish a trusting working relationship before proceeding with the assessment. 4. Clients ability to understand
  • The nurse must also determine the client’s ability to hear, read, and understand the language being used in the assessment
  • It is important that the information in the assessment reflects the client’s health status; it should not be a result of poor communication. 5. Nurse’s attitude and approach
  • can influence the psychosocial assessment.
  • The nurse must be aware 310 of his or her own feelings and responses and approach the assessment matter of-factly **HOW TO CONDUCT THE INTERVIEW
  1. Environment**
  • The nurse should conduct the psychosocial assessment in an environment that is comfortable, private, and safe for both the client and the nurse.
  • An environment that is fairly quiet with few distractions allows the client to give his or her full attention to the interview 2. Input from Family and Friends
  • If family members, friends, or caregivers have accompanied the client, the nurse should obtain their perceptions of the client’s behavior and emotional state **How to Phrase Questions
  1. Open ended question**
  • What brings you here today?
  • Tell me what has been happening to you.
  • How can we help you? If the client cannot organize his or her thoughts or has difficulty answering open-ended questions, the nurse may need to use more direct questions to obtain information. Questions need to be clear, simple, and focused on one specific behavior or symptom; they should not cause the client to remember several things at once 2. Closed - ended question
  • How many hours did you sleep last night?
  • Have you been thinking about suicide?
  • How much alcohol have you been drinking?
  • How well have you been sleeping?
  • How many meals a day do you eat?
  • What over-the-counter medications are you taking? The nurse should use a nonjudgmental tone and language, particularly when asking about sensitive information such as drug or alcohol use, sexual behavior, abuse or violence, and child-rearing practices. Using nonjudgmental

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language and a matter-of-fact tone avoids giving the client verbal cues to become defensive or to not tell the truth Psychosocial assessment components General Appearance and Motor Behavior Specific terms used in making assessments of general appearance and motor behavior include the following:

  1. Automatisms: repeated purposeless behaviors often indicative of anxiety, such as drumming fingers, twisting locks of hair, or tapping the foot
  2. Psychomotor retardation: overall slowed movements
  3. Waxy flexibility: maintenance of posture or position over time even when it is awkward or uncomfortable The nurse assesses the client’s speech for quantity, quality, and any abnormalities Mood and Affect
  • Mood refers to the client’s pervasive and enduring emotional state. Affect is the outward expression of the client’s emotional state.
  • The client may make statements about feelings, such as “I’m depressed” or “I’m elated,” or the nurse may infer the client’s mood from data such as posture, gestures, tone of voice, and facial expression Common terms used in assessing affect include the following :
  1. Blunted affect : showing little or a slow-to-respond facial expression
  2. Broad affect : displaying a full range of emotional expressions
  3. Flat affect : showing no facial expression
  4. Inappropriate affect: displaying a facial expression that is incongruent with mood or situation; often silly or giddy regardless of circumstances
  5. Restricted affect : displaying one type of expression, usually serious or somber The client’s mood may be described as happy, sad, depressed, euphoric, anxious, or angry. When the client exhibits unpredictable and rapid mood swings from depressed and crying to euphoria with no apparent stimuli, the mood is called labile (rapidly changing) Thought Process and Content
  • Thought process refers to how the

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you do yesterday?” the nurse may be unable to verify the accuracy of the client’s responses.

  • Questions to assess memory generally include the following: ➔ What is the name of the current president?Who was the president before that?In what county do you live?What is the capital of this state?What is your social security number? Ability to Concentrate / concentration The nurse assesses the client’s ability to concentrate by asking the client to perform certain tasks:
  1. Spell the word “world” backward.
  2. Begin with the number 100, subtract 7, subtract 7 again, and so on. This is called “serial sevens.”
  3. Repeat the days of the week backward.
  4. Perform a three-part task, such as “Take a piece of paper in your right hand, fold it in half, and put it on the floor.” (The nurse should give the instructions at one time.) Abstract Thinking and Intellectual Abilities
  • When assessing intellectual functioning, the nurse must consider the client’s level of formal education.
  • Lack of formal education could hinder performance in many tasks in this section of the assessment
  • The nurse assesses the client’s ability to use abstract thinking, which is to make associations or interpretations about a situation or comment.
  • The nurse can usually do so by asking the client to interpret a common proverb such as “a stitch in time saves nine.” If the client can explain the proverb correctly, his or her abstract thinking abilities are intact.
  • .When the client continually gives literal translations, this is evidence of concrete thinking. For instance:Proverb: A stitch in time saves nine. ➔ Abstract meaning: If you take the time to fix something now, you’ll avoid bigger problems in the future. ➔ Literal translation: Don’t forget to sew up holes in your clothes (concrete thinking). ➔ Proverb: People who live in glass houses shouldn’t throw stones. ➔ Abstract meaning: Don’t criticize others for things you also may be guilty of doing. ➔ Literal translation: If you throw a stone at a glass house, the glass will break (concrete thinking). The nurse may also assess the client’s intellectual functioning by asking him or her to identify the similarities between pairs of objects, for example, “What is similar about an apple and an orange?” or “What do the newspaper and the television have in common?” Sensory–Perceptual Alterations Some clients experience hallucinations (false sensory perceptions or perceptual experiences that do not really exist).
  • Hallucinations can involve the five senses and bodily sensations.
  • Auditory hallucinations (hearing voices) are the most common; visual hallucinations (seeing things that don’t really exist) are the second most common.
  • Initially, clients perceive hallucinations as real experiences, but later in the illness, they may recognize them as hallucinations. Judgment and Insight
  • Judgment refers to the ability to interpret one’s environment and situation correctly and to adapt one’s behavior and decisions accordingly. Problems with judgment may be evidenced as the client describes recent behavior and activities that reflect a lack of reasonable care for self or others.
  • Insight is the ability to understand the true nature of one’s situation and accept some personal responsibility for that situation. The nurse can frequently infer insight from the client’s ability to realistically describe the strengths and weaknesses of his or her behavior. Self-Concept
  • is the way one views oneself in terms

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of personal worth and dignity.

  • To assess a client’s self-concept, the nurse can ask the client to describe him or herself, what characteristics he or she likes, and what he or she would change. Roles and relationship
  • People function their communities through various roles such as mother, wife, son, daughter , teacher, secretary or volunteer.
  • Relationships with other people are important to one’s social and emotional health. DATA ANALYSIS
  • Involved thinking about the overall assessment rather than focusing on isolated bits of information.
  • The nurse looks for data that are cute to action Example: is a client is suicidal or has only 3 hours in the last 3 dyas, the nurse need to take action to address the problem. PSYCHOLOGICAL TEST Another source of data for the nurse to use in planning care for the client **Two basic types of test:
  1. Intelligence -** designed to evaluate the client's cognitive abilities and intellectual functioning. 2. Personality test - reflect the clients in areas such as self concept impulse control, reality testing and major defense Other personality tests, called projective tests, are unstructured and are usually conducted by the interview method Psychiatric Diagnoses
  • Medical diagnosis of psychiatric illness are found in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
  • This taxonomy is universally used by psychiatrists and some therapists in the diagnosis of psychiatric illnesses.
  • The DSM-5 classifies mental disorders into categories.
  • It describes each disorder and provides diagnostic criteria to distinguish one from another. The descriptions of disorders and related behaviors can be a valuable resource for the nurse to use as a guide. Mental Status Examination
  • clinicians perform a cursory abbreviated exam that focuses on the client’s cognitive abilities.
  • These exams usually include items such as orientation to person, time, place, date, season, and day of the week; ability to interpret proverbs; ability to perform math calculations; memorization and short-term recall; naming common objects in the environment; ability to follow multi step commands; and ability to write or copy a simple drawing.
  • The fewer the tasks the client completes accurately, the greater the cognitive deficit. Because this exam assesses cognitive ability, it is often used to screen for dementia. However, cognition may also be impaired (usually temporarily) when clients are depressed or psychotic. CHAPTER 9 : LEGAL AND ETHICAL ISSUES LEGAL CONSIDERATION Rights of client and related issues
  • Clients receiving mental health care retain all civil rights afforded to all people except the right to leave the hospital in the case of involuntary commitment. Involuntary Hospitalization
  • They are willing to seek treatment and

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  • State nurse practice acts
  • Federal agency regulations
  • Agency policies and procedures
  • Job descriptions
  • Civil and criminal laws Tort: A wrongful Act That Results in Injury, Loss, or Damage Have to watch what say & do assault & battery 1. Unintentional Torts -
  • Negligence: harm caused by failure to do what is reasonable and prudent
  • Malpractice: breach of duty directly causes injury or loss to the client For malpractice suit to be successful, that is for the nurse, physician, hospital or agency to be liable, the client or the family need to prove four elements 1. Duty: A legally recognized relationship (i.e., physician to client, nurse to client) existed. The nurse had a duty to the client, meaning that the nurse was acting in the capacity of a nurse. 2. Breach of duty: The nurse (or physician) failed to conform to standards of care, thereby breaching or failing the existing duty. The nurse did not act as a reasonable, prudent nurse would have acted in similar circumstances. 3. Injury or damage: The client suffered some type of loss, damage, or injury. 4. Causation: The breach of duty was the direct cause of the loss, damage, or injury. In other words, the loss, damage, or injury would not have occurred if the nurse had acted in a reasonable, prudent manner.
  1. Intentional Torts
  • Assault: causes person to fear being touched in an offensive manner
  • Battery: harmful on unwarranted contact with client (actual contact)
  • False imprisonment : unjustifiable detention such as inappropriate use of restraint and seclusion. Proving liability for an intentional tort involves three elements (Elsevier, 2019):
  1. The act was willful and voluntary on the part of the defendant (nurse).
  2. The nurse intended to bring about consequences or injury to the person (client).
  3. The act was a substantial factor in causing injury or consequences. Prevention of Liability
  • Nurses can minimize the risk for lawsuits through safe, competent nursing care and descriptive, accurate documentation. highlights ways to minimize the risk for liability. Ethical Principles Deals with values of human conduct related to the rightness and wrongness of action and to the goodness and badness of the motives and end actions
  1. Utilitarianism is a theory that bases decisions on “the greatest good for the greatest number.” Decisions based on utilitarianism consider which action would produce the greatest benefit for the most people.
  2. Deontology is a theory that says decisions should be based on whether an action is morally right with no regard for the result or consequences
  3. Autonomy refers to a person’s right to self-determination and independence.
  4. Beneficence refers to one’s duty to benefit or to promote the good of others.
  5. Nonmaleficence is the requirement to do no harm to others either intentionally or unintentionally.
  6. Justice refers to fairness, treating all people fairly and equally without regard for social or economic status, race, sex, marital status, religion, ethnicity, or cultural beliefs.
  7. Veracity is the duty to be honest or truthful.
  8. Fidelity refers to the obligation to honor commitments and contracts. Ethical Dilemmas in Mental Health
  • Ethical dilemma is a situation in which ethical principles conflict or there is no one clear course of action.
  • Many dilemmas in mental health involve the client’s right to self determination and independence (autonomy) and concern for the “public good” (utilitarianism)
  • ANA Code of Ethics for Nurses guides choices about ethical actions Ethical Decision Making ● Ethical decision making includes:
  • Gathering information
  • Clarifying values
  • Identifying options
  • Identifying legal considerations and practical restraints
  • Building consensus for the decision reached
  • Reviewing and analyzing the decision Self - Awareness Issues

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  • Talk to colleagues or seek professional supervision
  • Spend time thinking about ethical issues and determine what your values and beliefs are regarding situations before they occur
  • Be willing to discuss ethical concerns with colleagues or managers Chapter 11: anger, hostility and aggression Key terms: 1. Acting out - an immature defense mechanism by which the person deals with emotional conflicts or stressors through action rather than through reflection or feelings 2. Anger - a normal human emotion involving a strong, uncomfortable, emotional response to a real or perceived provocation 3. Catharsis - activities that are supposed to provide a release for strong feeling such as anger or rage 4. Crisis phase - when clients become physically aggressive, staff must take charge of the situation for the safety of the client, staff and other clients; during an emotional and physical crisis, the client loses control. 5. Escalation phase - period when client builds toward loss of control. 6. Hostility - also called verbal aggression; an emotion expressed through verbal abuse, lack of cooperation, violation of rules or norms, or threatening behavior. 7. Impulse control - the ability to delay gratification and to think about one’s behavior before acting. 8. Physical aggression - behavior in which a person attacks or injuries another person or that involves destruction of property. 9. Post crisis phase - when client is removed from restraint or seclusion as soon as he or she meets the behavior criteria; client attempts reconciliation with others and returns to the level of functioning before the aggressive incident, and antecedents. 10. Recovery phase - client regains control physically and emotionally 11. Triggering phase - incident or situation that indicates aggressive response; an event in the environment initiates the client’s response, which is often anger or hostility. ANGER
  • Normal human emotion ( strong, uncomfortable, emotional response )
  • When a person is frustrated, hurt or afraid
  • energizes body physically for self-defense when needed by activating
  • “fight-or-flight” response mechanisms of sympathetic nervous system
  • can cause physical or emotional problems or interfere with relationships Hostility
  • Verbal aggression; emotion expressed through verbal abuse, lack of cooperation, violation of rules or norms, threatening behavior.
  • May expresses feels threatened or powerless.
  • Can lead to physical aggression Physical aggression
  • behavior, in which a person attacks or injures another person, destroys property.
  • Both verbal and physical aggression meant to harm/punish another person, to force someone into compliance. ONSET AND CLINICAL COURSE ANGER
  • often perceived as negative feeling
  • Is not t healthy to deny or try to eliminate ever feeling angry essential for good health, recognize, express, manage angry feelings in positive manner
  • It becomes negative when person denies it, suppresses it, or expresses it inappropriately - Possible consequences (physical) ★ migraine headaches, ulcers, CAD - Possible consequences (emotional) ★ depression, low self-esteem
  • Assertive communication = “I” statements
  • CATHARSIS: engaging in aggressive but safe activities (punching bag) can also increase rather than alleviate angry feelings it may be contraindicated for angry clients
  • high hostility and anger are associated with increased risk of CAD and hypertension
  • anger suppression = common in women; been socialized to maintain and enhance relationships with others; avoid expression of the so called negative or unfeminine emotions such as anger. Hostility ang aggression
  • It can be sudden and unexpected
  • Stages or phases can be identified in aggressive incidences: triggering phase, an escalation phase, crisis phase, recovery phase and post crisis phase. Describe psychiatric disorders that may be associated with an increased risk of hostility and physical aggression in clients

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but not as close as primary nurse.

- Crisis: ★ Inform pts that behavior is our control, and staff is taking control to provide safety and prevent injury of client, other client and staff. ★ Use of restraint or seclusion only if necessary

  • 4-6 trained staff are needed to restrain an aggressive client
  • 4 staff member each take a limb, one support the head, another torso if needed
  • Transported by gurney or carried to seclusion room
  • Restraints are applied to each limbs and fastened to bed frame
  • If PRN med were refused, may obtain an order for IM medication in this type Recovery:
  • Talk about situation or trigger that led to aggressive behavior
  • Help patient relax or sleep to return to a calmer state
  • Explore alternatives to aggressive behavior by asking what the client or staff can do next time to avoid an aggressive episode
  • Provide documentation of any injuries
  • Debrief staff to discuss aggressive episode, how it was handled, what worked well or needed improvement, and how the situation could have been defused more effectively
  • Postcrisis: ★ Remove patient from any restraint or seclusion to rejoin milieu ★ Calmly discuss behavior (no lecturing or chastising); allow patient to return to activities, groups, and so on ★ Focus on appropriate expression of feelings, resolution of problems or conflicts in nonaggressive manner Describe important issues for nurses to be aware of when working with angry, hostile, or aggressive clients
  • Methods for handling own angry feelings
  • Use of assertive communication skills, conflict resolution
  • Comfort with expression of anger from others ➢ Not taking other’s anger or aggression personally or as measure of effectiveness as nurse
  • Ability to be calm and nonjudgmental
  • Discuss situations or the care of potentially aggressive clients with experienced nurses Additional content such as neurobiologic and psychosocial theories, cultural considerations, and treatment Neurobiologic Theories:
  • Possible role of neurotransmitters
  • Decreased serotonin may lead to increased aggressive behavior
  • Increased dopamine and norepi in brain is associated with increased impulsively violent behavior
  • Structural damage to limbic system and damage to frontal or temporal lobes may alter person’s ability to modulate aggression and lead to aggressive behavior Psychosocial Theories:
  • Failure to develop impulse control
  • Inability to delay gratification Cultural Considerations:
  • In certain cultures, expressing anger is seen as rude or disrespectful
  • Some culture-bound syndromes involving aggressive, agitated, or violent behavior: Hwa-Byung: a culture-bound syndrome that literally translates as anger syndrome or fire illness, attributed to the suppression of anger ➢ Seen in Korea ➢ Predominantly in women ➢ Characterized by sighing, abdominal pain, insomnia, irritability, anxiety, and depression Western psychiatrist would likely dx as depression or somatization disorder Bouffee delirante: condition observed in West Africa and Haiti; characterized by a sudden outburst of agitated and aggressive behavior, marked confusion, and paranoid ideation that resembles brief psychotic episodes Amok: s dissociative episode characterized by an outburst of violent, aggressive, or homicidal behavior directed at other people and objects
  • Behvair precipitated by a perceived slight or insult and is seen only in men

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  • Originally reported in Malaysia, similar behavior patterns found in Laos, Philippines, Papua New Guinea, Polynesia (cafard), Puerto Rico (mal de pelea) and among Navajo (iich’aa) Treatment:
  • Often focuses on treating the underlying or comorbid psychiatric diagnosis such as schizophrenia or bipolar disorder
  • Lithium: effective in treating aggressive clients with bipolar disorder, conduct disorders (in children) and mental retardation
  • Carbamazepine (Tegretol) and valproate (Depakote): used to treat aggression associated with dementia, psychosis, personality disorders
  • Atypical antipsychotic agents such as clozapine (Clozaril), risperidone (Risperdal) and olanzapine (Zyprexa) effective in treating aggressive clients with dementia, brain injury, mental retardation, and personality disorders
  • Benzodiazepines : can reduce irritability and agitation in older adults with dementia but can result in loss of social inhibition for other aggressive clients, thereby increasing rather than reducing aggression
  • Haloperidol (Haldol) and lorazepam (Ativan): commonly used in combination to decrease agitation or aggression and psychotic symptoms; those who are agitated and aggressive but not psychotic benefit from Ativan most, given in 2mg doses every 45- minutes
  • Atypical antipsychotics are more effective than conventional antipsychotics for aggressive psychotic client

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regarding the loss

  1. Anger: may be expressed toward God, relatives, friends, or health-care workers
  2. Bargaining: occurs when the person asks God or fate for more time to delay the inevitable loss
  3. Depression: results when awareness of the loss becomes acute
  4. Acceptance: occurs when the person shows evidence of coming to terms with death Model became a prototype for care providers as they looked for ways to understand and assist their clients in the grieving process Bowlby’s Phases of Grieving:
  • John Bowlby: British psychoanalyst, proposed a theory that humans instinctively attain and retain affectional bonds with significant others through attachment behaviors
  • Attachment that is maintained is a source of security, an attachment that is renewed is a source of joy
  • Bond is threatened or broken, however the person responds with anxiety, protest, and anger Four phases:
  1. Experiencing numbness and denying the loss
  2. Emotionally yearning for the loss loved one and protesting the permanence of the loss
  3. Experiencing cognitive disorganization and emotional despair with difficulty functioning in the everyday world
  4. Reorganizing and reintegrating the sense of self to pull life back together Engel’s Stages of Grieving:
  • George Engel (1964)
  • Five stages of grieving:
  1. Shock and Disbelief: initial reaction to a loss is a stunned, numb feeling accompanied by refusal to acknowledge the reality of the loss in an attempt to protect the reality of the loss in an attempt to protect the self against overwhelming stress
  2. Developing Awareness: as the individual begins to acknowledge the loss, there may be crying, feelings of helplessness, frustration, despair, and anger that can be directed at self or others, including God or the deceased person
  3. Restitution: participation in the rituals associated with death, such as a funeral, wake, family gathering, or religious ceremonies that help the individual accept the reality of the loss and begin the recovery process
  4. Resolution of the Loss : the individual is preoccupied with the loss, the loss person or object is idealized, and the mourner may even imitate the lost person. Eventually, the preoccupation decreases, usually in a year or perhaps more
  5. Recovery: the previous preoccupation and obsession ends, and the individual is able to go on with life in a way the encompasses the loss Horowitz’s Stages of Loss and Adaptation:
  • Mardi Horowitz (2001) - Divides normal grief into 4 stages:
  1. Outcry: first realization of the loss; may be outward, expressed by screaming, yelling, crying, or collapse; can also be suppressed as the person appears stoic, trying to maintain emotional control; either way, these feelings take a great deal of energy to sustain and tend to be short-lived
  2. Denial and Intrusion: people move back and forth during this stage between denial and intrusion; during denial, the person becomes so distracted or involved in activities that he or she sometimes isn’t thinking about the loss; at other times the loss and all it represents intrudes into every moment and activity, and feelings are quite intense again
  3. Working Through: as time passes, the person sends less time bouncing back and forth between denial and intrusion, and the emotions are not as intense and overwhelming; person still thinks about the loss, but also begins to find new ways of managing life after loss
  4. Completion: life begins to feel “normal” again, although life is different after he loss; memories are less painful and don’t regularly interfere with day-to-day life; episodes of intense feelings may occur, especially around anniversary

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dates, but are transient in nature Describe the five dimensions of grieving Tasks of Grieving: Grieving tasks, or mourning, that the bereaved person faces involve active rather than passive participation. It is sometimes called “grief work” because it is difficult and requires tremendous effort and energy to accomplish.

  • Rondo (1984) describes tasks internet to grieving that she calls the “six Rs”: 1. Recognize: experiencing the loss, and understanding that it is real, it has happened 2. React: emotional response to loss, feeling the feelings 3. Recollect and Re-experience : memories are reviewed and relieved 4. Relinquish: accepting that the world had changed (as a result of the loss), and that there is no turning back 5. Readjust: beginning to return to daily life; loss feels less acute and overwhelming 6. Reinvest: accepting changes that have occurred; re-entering the world, forming new relationships and commitments Worden (2008) views the tasks of grieving as:
  1. Accepting the reality of the loss : it’s common for people initially to deny the loss; it’s too painful to acknowledge fully; over time the person waivers between relief and denial in grappling with this task; traditional rituals, such as funerals and wakes, are helpful to some
  2. Working through the pain of grief: a loss causes pain, both physical and emotional, that must be acknowledged and dealt with; attempting to avoid or suppress the pain may delay or prolong grieving process; intensity of pain and the way its experienced varies, but needs to be experienced to move on
  3. Adjusting to an environment that has changed because of loss: it may take months for the person to realize what life will be after the loss; when a loved one dies, roles change, relationships are absent or different, lifestyle may change, and the person’s sense of identity and self-esteem may be greatly affected; feelings of failure, inadequacy, or helplessness at time are common; individual must develop new coping skills, adapt to the new or changed environment, find meaning in new life, and regain control over life to continue to grow; person can be in a state of arrested development and get stuck in mourning if this doesn’t occur
  4. Emotionally relocating that which has been lost and moving on with life : the bereaved person identifies a special place for what was lost and the memories; the lost person or relationship isn’t forgotten or diminished; but relocated in mourner’s life as this person forms new relationships, friend, life rituals, and moves ahead with daily life Dimensions of Grieving: 1. Cognitive Response of Grief:
  • Loss disrupts if not shatters, basic assumptions about life’s meaning and purpose
  • Grieving often causes a person to change beliefs about self and the world, such as perceptions of the world’s benevolence, the meaning of life as related to justice, and a sense of density or life path

2. Questioning and Trying to Make Sense of the Loss:

  • Grieving person needs to make sense of the loss ➢ Loss challenges old assumptions about life ➢ Searches for answers to why the trauma occurred ➢ Goal of search is to give meaning and purpose to the loss
  • Questioning may help the person accept the reality of why someone died ➢ Questioning may result in realizing that loss and death are realities that everyone must face one day ➢ Finding spiritual meaning or explanations can be a source of comfort as people progress through the grieving process that serve to keep the lost one present
  • Attempting to Keep the Lost One Present: belief in an afterlife and the idea that the lost one has become a person guide are cognitive responses that serve to keep the lost one present 3. Emotional Response of Grief:
  • Anger, sadness, and anxiety and the predominant emotional responses to loss
  • Feeling of hatred and revenge are common when death has resulted from extreme circumstances, such as suicide, murder, or war

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wearing black or black and white while behaving in a subdued manner

  • Native Americans: tribal medicine man or priestly healer; baptism ceremonies to help ward off depression of the bereaved; end of mourning with ceremony at burial grounds with grave covered with blanket or cloth later given to tribe member
  • Orthodox Jewish Americans: relative staying with dying person so the soul doesn’t leave the body while the person is alone; body covered with sheet; eyes closed; body should remain covered and untouched until family, rabbi, or Jewish undertaker can begin rites; organ donation allowed, autopsy isn’t unless required by law; burial with 24 hours of death unless Sabbath; Shivah (7-day period begins on the day of the funeral, represents time for mourners to step out of day-to-day life, and reflect on the change that occurred) Discuss disenfranchised grief
  • is grief over a loss that is not or cannot be acknowledged openly, mourned publicly, or supported socially
  • Circumstances that can result in disenfranchised grief include: ➢ A relationship that has no legitimacy. ➢ Same - sex relationships, cohabitation without marriage and extramarital affairs are some examples. ➢ The loss itself is not recognized.
  • Other losses not recognized or seen as socially significant include prenatal death, abortion, relinquishing a child for adoption, death of a pet, or other losses not involving death such as loss of a job, separation, divorce, and children leaving home. ➢ The griever is not recognized ➢ Older adults and children experience limited social recognition for their losses and the need to mourn. As people grow older, they "should expect" others their age to die. Adults see their children as not understanding or comprehending. CHildren may experience the loss of a "nurturing parental figure" from death, divorce, or family dysfunction such as alcoholism or abuse.
  • The loss involves social stigma ➢ Death of someone incarcerated or executed for crimes carries a social stigma that often prevents family members from publicly grieving or receiving support for their loss. Complicated grieving
  • Some believe complicated grieving to be a response outside the norm, occurring when a person is void of emotion, grieves for prolonged periods, or has expressions of grief that seem disproportionate to the event. Identify factors that increase a person’s susceptibility to complications related to grieving.
  • Low self-esteem
  • Low trust in others
  • A previous psychiatric disorder
  • Previous suicide threats or attempts
  • Absent or unhelpful family members
  • An ambivalent, dependent, or insecure attachment to the deceased person ➢ In an ambivalent attachment, at least one partner is unclear about how the couple loves or does not love each other. For example, when a woman is uncertain about and feels pressure from others to have an abortion, she is experiencing ambivalence about her unborn child. ➢ In a dependent attachment, one partner relies on the other to provide for his or her needs without necessarily meeting the partner’s needs. ➢ An insecure attachment usually forms during childhood, especially if a child has learned fear and helplessness (i.e., through intimidation, abuse, or control by parents).
  • An especially strong, rewarding relationship with the deceased person. In a strong, rewarding relationship, the remaining partner cannot envision going on with life without the lost partner Risk Factors Leading to Vulnerability Some experiences increase the risk of complicated grieving for the vulnerable parties. These experiences are related to trauma or individual perceptions of vulnerability and include:
  1. Death of a spouse or child
  2. Death of a parent (particularly in early childhood or adolescence)
  3. Sudden, unexpected, and untimely death
  4. Multiple deaths

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  1. Death by suicide or murder Sudden and violent losses, including natural or man-made disasters, military losses, terrorist attacks, or killing sprees by an individual are all more likely to lead to prolonged or complicated grief Complicated Grieving as a Unique and Varied Experience
  • The person with complicated grieving can also experience physiologic and emotional reactions.
  • The Center for Complicated Grief at Columbia University (2018) identifies the following difficulties:
  1. Maladaptive thoughts : such as rumination, catastrophizing, and worry about doing the right thing
  2. Dysfunctional behaviors : such as avoiding all reminders of the deceased person or immersing oneself in the lost loved one’s possessions, pictures, and daydreaming about being together to the exclusion of any other coping strategies
  3. Inadequate emotional regulation: or focusing exclusively on negative emotions, not taking a break for more soothing or calming pursuits, and ignoring regular routines for eating, sleeping, activities and social contact While observing client responses in the dimensions of grieving, the nurse explores three critical components in assessment:
  • Adequate perception regarding the loss
  • Adequate support while grieving for the loss
  • Adequate coping behaviors during the process Perception of the Loss
  • Assessment begins with exploration of the client’s perception of the loss. Other questions that assess perception and encourage the client’s movement through the grief process include:
  • What does the client think and feel about the loss?
  • How is the loss going to affect the client’s life?
  • What information does the nurse need to clarify or share with the client? Assessing the client’s “need to know'' in plain and simple language invites the client to verbalize perceptions that may need clarification. This is especially true for the person who is anticipating a loss, such as one facing a life-ending illness or the loss of a body part. The nurse uses open ended questions and helps clarify any misperceptions Support Purposeful assessment of support systems provides the grieving client with an awareness of those who can meet his or her emotional and spiritual needs for security and love. The nurse can help the client identify his or her support systems and reach out and accept what they can offer. Nurse: “Who in your life should or would really want to know what you’ve just heard from the doctor?” (seeking information about situational support) Client: “Oh, I’m really alone. I’m not married and don’t have any relatives in town.” Nurse: “There’s no one who would care about this news?” (voicing doubt) Client: “Oh, maybe a friend I talk with on the phone now and then.” Coping Behaviors
  • The client’s behavior is likely to give the nurse the easiest and most concrete information about coping skills. The nurse must be careful to observe the client’s behavior throughout the grief process and never assume that a client is at a particular phase.
  • The nurse must use effective communication skills to assess how the client’s behavior reflects coping as well as emotions and thoughts.
  • The following day, the nurse heard in report that Ms. Morrison had a restless night. She enters Ms. Morrison’s room and sees her crying with a full tray of food untouched. Nurse: “I wonder if you are upset about your upcoming surgery.” (making an observation, assuming the client was crying as an expected behavior of loss and grief) Client: “I’m not having surgery. I don’t need it.” (using denial to cope) **ADDITIONAL NOTES: Length of the grief process
  1. Acute grief:** Usually last about 6 - 8 weeks; longer in older adults 2. The grief process: Is very individual, it may last for many years Chapter 12: Abuse and violence

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bleeding, brain damage and and even homicide. Sexual abuse: includes assaults during sexual relationship such as biting nipples, pulling hair, slapping, hitting and rape. ALL PERSONS EXPOSED TO FAMILY VIOLENCE BECOME ABUSIVE OR VIOLENT AS ADULTS. Examine the incidences of and trends in domestic violence, child and elder abuse, and rape. Domestic violence: occurs in same sex relationships with the same statistical frequency as in heterosexual relationships.

  • Seven states define domestic violence in a way that excludes same-sex victims.
  • Twelve states have sodomy laws that designate sodomy (anal intercourse) as a crime, even though such laws were invalidated by the Supreme Cycle of Abuse and Violence
  • is another reason often cited for why women have difficulty leaving abusive relationships
  • This period of contrition or remorse is sometimes called the honeymoon period. The woman naturally wants to believe her husband and hopes the violence was an isolated incident.
  • After this honeymoon period, the tension-building phase begins; there may be arguments, stony silence, or complaints from the husband
  • the honeymoon period may last weeks or even months, causing the woman to believe that the relationship has improved and her husband’s behavior has changed Child abuse
  • can include physical abuse or injuries, neglect or failure to prevent harm, failure to provide adequate physical or emotional care or supervision, abandonment, sexual assault or intrusion, and overt torture or maiming.
  • NEGLECT IS THE MOST COMMON FORM OF CHILD ABUSE.
  • 678,932 victims of child abuse and neglect reported to CPS in the US in
  1. 27% were under 3 years old. 1520 died from abuse and neglect in
  2. 75% of reported cases of child abuse involve father-daughter incest; mother-son incest is much less frequent.
  • Estimated 15 million women in the US were sexually abused as children, ⅓ of all sexually abused victims were molested when they were younger than 9 years of age. Statistics may be inaccurate because many incidents are unreported due to shame and embarrassment. **Type of child abuse:
  1. Sexual abuse :** involves sexual acts performed by an adult on a child younger than 18 years old.
  • It consists of a single incident or multiple episode over a protracted period.
  • Examples include incest, rape, and sodomy performed directly by the person or with an object, oral–genital contact, and acts of molestation such as rubbing, fondling, or exposing the adult’s genitals 2. Neglect : is malicious or ignorant withholding of physical, emotional, or educational necessities for the child’s well-being
  1. Psychological abuse (emotional abuse) : includes verbal assaults, such as blaming, screaming, name-calling, and using sarcasm; constant family discord characterized by fighting, yelling, and chaos; and emotional deprivation or withholding of affection, nurturing, and normal experiences that engender acceptance, love, security, and self-worth Elder abuse
  • may include physical and sexual abuse, psychological abuse, neglect, self-neglect, financial exploitation, and denial of adequate medical treatment.
  • 1 in 10 people over 65 suffer elder abuse, but many cases are not reported.
  • Abuse is more likely when the elder has multiple chronic mental and physical health problems, and dependent on others for food, medical care, and ADLs.
  • 60% perpetrators spouses, 20% adult children, 20% others
  • 700,000-3.5 million are abused, neglected, or exploited each year.
  • 1 in 6 cases are reported Rape:
  • is the perpetration of an act of sexual intercourse with a female against her will and without her consent, whether her will is overcome by force, fear of

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force, drugs, or intoxicants.

  • Rape is highly underreported. Less than one half of all rapes are reported, possibly because of the victim’s feelings of shame and guilt, the fear of further injury, and the belief that she has no recourse in the legal system.
  • Highest incidence is in girls and women 16-24. Girls younger than 20 were victims in 80% of reported rapes.
  • Male rape is significantly underreported. It’s most prevalent in institutions such as prisons or max-security hospitals. 9% of male inmates are sexually assaulted, but the figure may be much higher. 3. Describe behavioral and emotional responses to abuse. a. Domestic abuse: Dependency is the most common trait in abused wives who stay with their husbands. She perceives herself as unable to function without her husband. She suffers from low self-esteem and defines her success as a person by her ability to remain loyal to her marriage and “make it work.” Some women internalize the criticism they receive and mistakenly believe they are to blame. They fear their abuser will kill them if they try to leave. 75% greater chance of a woman being murdered when leaving an abusive relationship than those who stay. b. Child abuse: Sexually abused children talk or behave in ways that indicate more advanced knowledge of sexual issues than would be expected for their ages. They are frightened and anxious and may cling to an adult or reject adult attention entirely. They may refuse to eat, and behave aggressively. c. Elder abuse: poor personal hygiene, dirt, or fecal or urine smell, rashes, sores, lice; untreated medical condition, dehydrated or malnourished; inadequate material items (clothing, blankets, furniture); hesitation to talk opening; fearful, withdrawn, depressed, helpless. Angry, agitation for no reason. Denial of problems even when factors indicate otherwise. Unpaid bills, unusual activity in bank accounts, checks signed by someone else other than the elder, recent changes in will or POA. d. Rape: Victim’s rated themselves as significantly less healthy; the experience fear, helplessness, shock and disbelief, guilt, humiliation, and embarrassment; depression, anxiety, PTSD, sexual dysfunction, insomnia, and impaired memory, or contemplate suicide.
  1. Apply the nursing process to the care of clients experiencing abuse and violence. a. As with all types of family violence, detection and accurate identification are the first steps. b. Domestic abuse I. Assessment
  2. Identify the abused woman in various settings. Make referrals and contact appropriate health-care professionals experienced in working with abused women. Offer caring and support throughout. Ask whether they are safe at home or in their relationships, without stereotyping. II. Treatment and Intervention
  3. Studies have shown that arresting the batterer may reduce short-term violence, but may increase long-term violence.
  4. Restraining order: limited protection
  5. WOmen who left their abusive relationships are more likely to be successful if their legal and psychological needs were addressed simultaneously.
  6. Battered women’s shelters can provide temporary housing and food for abused women and their children when they decide to leave the relationship.
  7. Individual psychotherapy or counseling, group therapy, or support and self-help groups c. Child abuse: I. Assessment
  8. Assess for injuries such as fractures, burns, or lacerations with no reported history of trauma
  9. Urinary tract infections; bruised, red, or swollen genitalia; tears of the rectum or vagina; and bruising
  10. Evidence of old injuries not reported
  11. Inconsistencies or changes in the child’s history during the evaluation
  12. Inconsistent history with severity of injury II. Treatment and Intervention
  13. THE FIRST PART OF TREATMENT is to ensure the child’s safety and well - being. May involve removing the child from the home.
  14. Psychiatric evaluation is also indicated.
  15. Therapy may be indicated depending

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