Working With People With Special Needs PDF

HLSC 344: SMALL GROUP PROCESS FOR THE HEALTH WORKING WITH PEOPLE PROFESSIONAL WITH SPECIAL NEEDS AFTERNOON OVERVIEW ¡ Acquired Brian Injury (ABI): ¡ Autism Spectrum Disorder (ASD) ¡ Attention Deficit Hyperactivity Disorder ¡ Dementia ¡ Me...

HLSC 344: SMALL GROUP PROCESS FOR THE HEALTH WORKING WITH PEOPLE PROFESSIONAL WITH SPECIAL NEEDS AFTERNOON OVERVIEW ¡ Acquired Brian Injury (ABI): ¡ Autism Spectrum Disorder (ASD) ¡ Attention Deficit Hyperactivity Disorder ¡ Dementia ¡ Mental Health Challenges and Recovery ¡ Group Activity ¡ Class Wrap Up ACQUIRED BRAIN INJURY ¡ 1.7 million Americans sustain an ABI annually. ¡ Millions live with residual symptoms. ¡ $60 billion annually: Includes direct and indirect costs, lost productivity and wages ¡ “Invisible injury” compromised in ways not obvious to others.  COGNITIVE SYMPTOMS ¡ Attention ¡ Concentration ¡ Memory ¡ Executive-level functions ¡ Task initiation ¡ Frustration tolerance ¡ Disinhibition  IMPACT ¡ ABI considered to be signature injury of our military. ¡ Brain injury disrupts integrated sense of self. ¡ May impact many components of cognitive and psychosocial identity. ¡ Individuals may complain of feeling “incomplete”. ¡ Change is a slow process. CHALLENGES Ability to work Ability to complete a task efficiently Relationships Performance Ability to complete basic tasks Confidence Safety awareness Anxiety Depression INTERVENTION PROCESS ¡ Encourage increased awareness & understanding of cognitive and behavioral changes. ¡ Practice strategies in a cohesive, supportive environment. ¡ Provide consistent feedback which allows the individual to adapt and make changes. ¡ Develop confidence to utilize these skills in the “real world.”  MAKING CHANGES ¡ Difficulties in behavior, attention, and interpersonal skills may be organic and not denial or unwillingness. ¡ Keep instructions brief. ¡ Repetition to ensure that participants are following the information. ¡ Ask participants to restate the information. ¡ Generalizing the strategies to real world activities is essential. ¡ Primary agent for change.  DEMENTIA ¡ Dementia: Umbrella term for loss of cognitive functioning. (Includes multiple disorders). ¡ Occurs when neurons in the brain stop working and die. ¡ Very challenging for individual and family/caregivers. ¡ As an individual’s condition worsens, s/he will need increasingly protective levels of care. WORKING WITH PEOPLE WITH DEMENTIA ¡ Patience and kindness are key. ¡ Understand that the individual may not remember you from session to session. ¡ Activities that are reminiscent in nature such as TV show trivia, song titles, looking at old pictures, etc. ¡ Sensory activities: Gardening, painting, listening to music, dancing/moving to music, physical activity.  MENTAL HEALTH CONCERNS FOR CHILDREN AND YOUTH ¡ Behavior and social interaction skills are strong indicators of academic and lifelong success. ¡ Meaningful roles and activities enhance emotional well-being, mental health, and social competence. ¡ Social competence: making friends, coping with frustrations, solving problems, understanding social etiquette, following school rules.  INTERVENTIONS ¡ Establishing social competence through playground skill groups, bullying prevention, social stories, and after-school activities. ¡ Movement breaks help young to stay alert and focused. ¡ Sensory Diet: Experiences an individual’s system “needs” in order to self-organize and function throughout each day. ¡ How do you soothe yourself when agitated or stressed?  AUTISM SPECTRUM DISORDER (ASD) ¡ Abnormal body posturing or facial expressions ¡ Abnormal tone of voice ¡ Avoidance of eye contact or poor eye contact ¡ Behavioral disturbances ¡ Deficits in language comprehension ¡ Delay in learning to speak ¡ Flat or monotonous speech ¡ Inappropriate social interaction This Photo by Unknown Author is licensed under CC BY PEOPLE WITH ASD ¡ https://www.youtube.com/watch?v=ZfzqBCC30as IN THEIR OWN WORDS… ATTENTION Difficulties with: ¡ Paying attention DEFICIT ¡ Self control HYPERACTIVITY ¡ Sitting still DISORDER ¡ Following directions (ADHD) ¡ Managing emotions ¡ Organization ¡ Remembering information ¡ Patience  ¡ Neurodevelopmental disorders ¡ Schizophrenia spectrum and other psychotic disorders ¡ Bipolar and related disorders (mood) MENTAL HEALTH ¡ Depressive disorders (mood) CHALLENGES ¡ Anxiety disorders ¡ Obsessive-compulsive and related disorders ¡ Trauma- and stressor-related disorders ¡ Dissociative disorders IMPACT OF MENTAL ILLNESS (TAKEN FROM: HTTP://WWW.MENTALHEALTHAMERICA.NET/ISSUES/STATE-MENTAL-HEALTH-AMERICA ¡ Mental health conditions and substance ¡ 9.6 million experience suicidal ideas. abuse disorders are common: ¡ Increase in youths with severe depression- ¡ 18% (>43 million Americans) have a 5.9% in 2012 to 8.2% in 2015. mental health condition. ¡ 1.7 million+ youths with severe depression ¡ Half of them also have a substance abuse did not receive treatment. disorder. ¡ Suicide: 10th leading cause of death; 3rd ¡ Mood disorders-3rd most common reason leading cause of death 15-24 yrs. for hospitalization among people 18-44 ¡ Veterans represent 20% of suicides yrs. nationally.  This Photo by Unknown Author is licensed under CC BY-NC-ND This Photo by Unknown Author is licensed under CC BY WHAT IS RECOVERY? HTTPS://WWW.VERYWELLMIND.COM/WHAT-IS-THE-RECOVERY-MODEL- 2509979#:~:TEXT=THE%20RECOVERY%20MODEL%20IS%20A,FROM%20A%20MENTAL%20HEALTH%20CONDITION.  ¡ https://www.youtube.com/watch?v=OR-EW1Yr5tE ¡ National Alliance on Mental Illness: IN HIS OWN https://www.nami.org/Home WORDS…………  Health Home Community Purpose COMPONENTS OF RECOVERY  MENTAL WELLNESS - THE RECOVERY MODEL (HTTPS://WWW.SAMHSA.GOV/) ¡ Recovery defined by SAMHSA as “a Health: overcoming or managing one’s process of change through which disease(s) or symptoms. individuals improve their health and wellness, live self-directed lives, and strive Home: having a stable and safe place to live to reach their full potential”. ¡ Recovery model has facilitated a dramatic shift in expectations and Purpose: conducting meaningful daily activities. mindset. Community: having relationships and social networks that provide support, friendship, love, and hope. TREATMENT ¡ Evidence-based ¡ Peer support ¡ Least restrictive setting ¡ Supportive housing ¡ Medication GROUP STRUCTURE & RULES ¡ People that you will work with may Make sure to establish ground rules lack structure in their lives. before you begin. ¡ Structure contributes to a therapeutic ¡ One person speaks at a time. environment. ¡ Don’t interrupt each other. ¡ Think about how you will address any ¡ No profanity, threats, or violence. challenges for your planned activity. ¡ No insults or demeaning anyone. ¡ Try not to change the schedule unless necessary. ¡ Confidentiality. ¡ Stay on the topic. ENGAGING THE GROUP ¡ Ask questions, encourage a dialogue. ¡ Call on individuals by name. ¡ Questions should provide a ¡ Be prepared to repeat the question. springboard for conversation such as: ¡ Try to engage the group in a ¡ How does it feel to be angry? conversation with each other. ¡ What do you when you are stressed? ¡ Be concrete and specific. ¡ How do you avoid alcohol and/or ¡ Enlist assistance of higher functioning drugs? group members. SOME OF THE GROUPS I HAVE LED: Coping skills Self Care Safety Structuring Awareness time Relapse Return to Budgeting, Social skills Cooking, Prevention work Home care  WHAT IS TRAUMA (TAKEN FROM: HTTPS://WWW.TRAUMAINFORMEDCARE.CHCS.ORG/WHAT-IS-TRAUMA-INFORMED-CARE/) ¡ Trauma results from exposure to an incident or series of events that are emotionally disturbing or life- threatening with lasting adverse effects on the Trauma informed care approach seeks to: individual’s functioning and mental, physical, social, emotional, and/or spiritual well-being. ¡ Recognize that we need to have a complete picture of a person’s life situation. ¡ Physical, sexual, and emotional abuse ¡ Increase awareness of signs and symptoms of ¡ Childhood neglect trauma. ¡ Family with mental health/substance use disorders ¡ Integrate knowledge about trauma into ¡ Sudden, unexplained separation from a loved one polices and practice. ¡ Poverty ¡ Racism, discrimination, and oppression LONG TERM EFFECTS OF TRAUMA ON HEALTH HTTPS://WWW.TRAUMAINFORMEDCARE.CHCS.ORG/WHAT-IS-TRAUMA/ ¡ 2x as likely to smoke ¡ 4x as likely to have COPD ¡ 2.5x as likely to have sexually transmitted infections ¡ 10x as likely to have injected street drugs ¡ 7x as likely to consider themselves alcoholics ¡ 12 times as likely to have attempted suicide ADVERSE CHILDHOOD EXPERIENCES (ACES) TAKEN FROM: HTTPS://PREVENTCHILDABUSE.ORG/LATEST-ACTIVITY/LONG-TERM-EFFECTS-OF-CHILD-ABUSE-AND-NEGLECT/?GCLID=CJ0KCQJWT- 6LBHDLARISAIPRQCJH9SJZNOGW1QD4SOMOXF9TJAMMN-ZX0YM0KCDDPAON1QDRBDBWUO8AAQ1VEALW_WCB ¡ Includes neglect, abuse, violence in the Increased risk for: home ¡ Poor school, performance ¡ Can damage brain and body ¡ High risk health behaviors including ¡ Multiple ACEs can impact nervous, smoking, alcohol, and drug use. endocrine, and immune systems. ¡ Lasting impact on attention, behavior decision making, and response to stress ¡ Toxic stress- prolonged or excessive activation of the stress response system. ADVERSE CHILDHOOD EXPERIENCES (CONTINUED) TAKEN FROM: HTTPS://PREVENTCHILDABUSE.ORG/LATEST-ACTIVITY/LONG-TERM-EFFECTS-OF-CHILD-ABUSE-AND-NEGLECT/?GCLID=CJ0KCQJWT- 6LBHDLARISAIPRQCJH9SJZNOGW1QD4SOMOXF9TJAMMN-ZX0YM0KCDDPAON1QDRBDBWUO8AAQ1VEALW_WCB ¡ Resilience: ability to overcome serious hardship. ¡ Positive experiences can help counteract ¡ Requires at least one stable committed impact of ACEs. relationship. ¡ Individuals with more positive experiences in ¡ Ability to cope with manageable threats. childhood have fewer mental health challenges in adulthood. ¡ Capabilities can be strengthened at any age. ¡ https://developingchild.harvard.edu/science/k ey-concepts/resilience/  ¡ https://www.alpinelearninggroup.org/Managing- Behavior.php?gclid=Cj0KCQjwmcWDBhCOARIsALgJ2Qc4gLnxOgsbmySCDqI Mlyi0DX-sjXO2Ip5JuduJbS8S2kaQyJ_JNgIaAtmLEALw_wcB ¡ Helping Preschool Children with Autism: Teachers and Parents as Partners" Program Overview – YouTube ¡ Seventeen ways of engaging a child who has autism RESOURCES FOR (earlychildhood.qld.gov.au) ¡ https://www.verywellmind.com/what-is-the-recovery-model-2509979 ADDITIONAL ¡ https://www.traumainformedcare.chcs.org/what-is-trauma-informed-care/ INFORMATION ¡ http://www.abistafftraining.info/Content/3_Type_b.html ¡ HTTPS://PREVENTCHILDABUSE.ORG/LATEST-ACTIVITY/LONG-TERM-EFFECTS- OF-CHILD-ABUSE-AND-NEGLECT/?GCLID=CJ0KCQJWT- 6LBHDLARISAIPRQCJH9SJZNOGW1QD4SOMOXF9TJAMMN- ZX0YM0KCDDPAON1QDRBDBWUO8AAQ1VEALW_WCB GROUP ACTIVITY ¡ See Blackboard folder