Griefing Stages & Psychological Adaptation to Illness PDF

GRIEVING STAGES OR RELATIONSHIP BETWEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS & LEARNING  GRIEVING STAGES OR RELATIONSHIP BET WEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS AND LEARNING Stages Client Behavior Learning...

GRIEVING STAGES OR RELATIONSHIP BETWEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS & LEARNING  GRIEVING STAGES OR RELATIONSHIP BET WEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS AND LEARNING Stages Client Behavior Learning Implementations I: Client avoids discussion of (Provide support Denial or illness(“there’s nothing wrong empathy , and careful disbelief with me”) and disregards explanations of all physical restrictions. Client procedures while they suppresses and distorts are being done. information that has not been presented clearly.  GRIEVING STAGES OR RELATIONSHIP BET WEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS AND LEARNING Stages Client Behavior Learning Implementations II: Client blames and complains Do not argue with client, Anger and often directs anger at but listen to concerns. health team members.  GRIEVING STAGES OR RELATIONSHIP BET WEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS AND LEARNING Stages Client Behavior Learning Implementations III: Client offers to live better Continue to introduce Bargaining life in exchange for promise only reality. of better health ( “If God lets me live, I promise to be more careful”).  GRIEVING STAGES OR RELATIONSHIP BET WEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS AND LEARNING Stages Client Behavior Learning Implementations IV: Client begins to express Encourage expression of Resolution emotions openly, realize feelings. that illness has created changes, and begins to ask questions.  GRIEVING STAGES OR RELATIONSHIP BET WEEN PSYCHOLOGICAL ADAPTATION TO ILLNESS AND LEARNING Stages Client Behavior Learning Implementations V: Client recognizes  Focus teaching on future Acceptance reality of condition, skills and acknowledge actively pursues required. information, and  Continue to teach about strives for present occurrences. independence.  Involve family in teaching information for discharge.  CLIENT’S DEVELOPMENT/ GROWTH CAPACIT Y  Infant- keep routines ( e.g. feeding, bathing) consistent.  Toddler- Use paly to teach procedures or activities (dolls).  Pre-School- Use role playing, imitation, and play to make fun.  School-Aged Child- Teach psychomotor Skills needed to maintain health complicated skills (use syringe)  Adolescent-help adolescent learn about feelings and need for self- expression (safety, sex education, substance abuse).  Young or Middle Adult- Encourage participation in teaching plan by setting mutual goals, encourages independent learning. Older Adult- Teach when the client is alert or tested. Keep teaching session short.