Psychoeducation Effectiveness on Military - Free Essay Example

Sample details Pages: 6 Words: 1651 Downloads: 5 Date added: 2017/09/22 Category Advertising Essay Type Argumentative essay Tags: Military Essay Did you like this example? Psychoeducation Effectiveness on Military with PTSD ABSTRACT This research paper explores medical professional’s use of psychoeducation in the treatment of Post traumatic Stress Disorder (PTSD) with military personnel. Through my research I wanted to find in depth narratives outlining the following questions: Is psycho-education a suitable intervention technique in the treatment of PTSD? If so, when is it correct to use or integrate psychoeducation in the treatment process with military personnel? Also, what have been the results in using psychoeducation as a type of treatment for PTSD with individual military personnel? How do you assess the success of this intervention? Results from exploring the meaning and understanding of psychoeducation, and the effectiveness in the treatment of PTSD revealed subjective results due to timeframe and situation of use with the treatment technique. The data collected from the research suggested the need for more research to be per formed on the effectiveness and best practices of the use of psychoeducation in the treatment of PTSD. Post-traumatic Stress Disorder (PTSD) has captured the minds and imagination of the American public especially during this time of war. With the increased violence due to the war in Iraq and Afghanistan, many Soldiers are affected by the violence and the trauma associated with conflict. Post-traumatic stress disorder is defined in the dictionary as a mental disorder, as battle fatigue, occurring after a traumatic event outside the range of usual human experience, and characterized by symptoms such as reliving the event, reduced involvement with others, and manifestations of autonomic arousal such as hyper-alertness and exaggerated startle response (Posttraumatic stress disorder. Random House Unabridged Dictionary. Soldiers throughout history have had to deal with the mental, physical and emotional stress associated with combat. Many of the returning Soldiers from the Iraq War h ave indicators of combat related stress or are diagnosed with PTSD. In a speech to the U. S. House Committee on Veterans Affairs’ Health Subcommittee Col. Charles Hoge, M. D. , Chief of Psychiatry and Behavior Services at the Walter Reed Army Institute of Research stated that 19% to 21% of troops who have returned from combat deployments meet criteria for PTSD, depression or anxiety. Of these, 15% to 17% of troops who served in Iraq and 6% of those who served in Afghanistan had PTSD symptoms when surveyed three to 12 months after their deployments. In general, PTSD rates were highest among units that served deployments of 12 months or more and had more exposure to combat (Kaplan, 2006, p. 1). The Department of Defense has initiated numerous resources such as Military OneSource, pre/post health assessments, and has increased the behavioral health services that military personnel, veterans can use for mental health resources (Kaplan, 2006). There are several therapeutic a pproaches used in the treatment of PTSD, which include Psychotherapy, Cognitive Behavioral Treatment, Family Systems theory, group therapy and psychoeducation. However for the current research, I have chosen to focus on the effectiveness of psychoeducation in the treatment of combat related trauma, also known as PTSD, with military families and veterans, because of the limited body of literature and its flexibility of use with individuals, groups and in a variety of treatment. Psychoeducation has proven to be an effective method in the treatment of many mental illnesses including PTSD. The research strongly suggests that psychoeducation can be effective in reducing symptoms, hospitalization and stigma in a person’s diagnoses with PTSD while providing support and cost efficient treatment. Since the inception of PTSD, several theories of treatment have been introduced focusing on varied aspects of the biological, social and psychological reasons for the development of PTSD. According to the Handbook of Post-Traumatic Therapy, while theories vary, they all had 6 similar assumptions on how trauma affects the individual. Trauma impacts the person’s â€Å"psychobiological state, changes in learned behavior, changes in cognitive processing, changes in self-structure, changes in interpersonal relationships, and the nature of the stressors experienced within the time-space framework of a culture at a historical moment† (Williams, 1987, p. 15). It is important to recognize that each individual has a unique and diverse symptom pattern of PTSD (Wilson, Friedman Lindy, 2001). Therefore, it is necessary to have different treatment theories and interventions available for the clinician’s use. Posttraumatic Stress Disorder is considered an anxiety disorder and defined as a â€Å"delayed psychological reaction to experiencing an event that is outside the range of usual human experience events of this type include accidents, natural disast ers, military combat, rape and assault† (Baker, 2003, p. 331). The symptoms of PTSD includes but is not limited to anxiety, and impairment of social and occupational functioning (APA, 2000). PTSD can be a chronic and devastating disorder if treatment is not sought (Creamer Forbes, 2004). Education is designed to â€Å"develop long-term, organized bodies of knowledge and generic problem-solving skills that will help the learner solve personal problems, both in the present and in the future† (Allen 2001). Psychoeducation is the â€Å"process of teaching clients with mental illness and their family members about the nature of the illness, including its etiology, progression, consequences, prognosis, treatment and alternatives (Barker, 2003, p. 347). Psychoeducation’s goal is to offer education and therapeutic strategies to improve the quality of life for the family while decreasing the possibility of relapse for the patient (Solomon, 1996). It also has been described as a â€Å"systematic didactic-psychotherapeutic intervention, designed to inform patients and their relatives about the disorder and to promote coping (Lincoln, Wilhelm, Nestoriuc, 2007, p. 233). By strengthening the coping skills, communication and problem solving abilities of the family, the well-being and adaptability of the individual and family members are expected to improve. Even with limited empirical evidence suggesting the importance of psychoeducation, practical application and experience has proven its effectiveness (Creamer Forbes, 2004; Lansverk Kane, 1998). During my initial research of psychoeducation in the treatment procedure pertained to schizophrenia. Several of the studies conducted on schizophrenia found that patients benefited from psychoeducation, producing a reduction of relapses, better social performance, positive effects on well being, and a better perception and attitudes of family members regarding the illness (Merinder, 2002; Rotondi et al. 2005). A joint effort between the Department of Veterans Affairs (VA) and Department of Defense (DOD), referred to as the Joint Clinical Practice Guidelines for PTSD (JCPG-PTSD), publicized its support of the use of cognitive therapies in the treatment of trauma victims (Russell, Silver, Rogers, and Darnell, 2007). Existing data also states that psychological services are beneficial to military personnel and their family members. There is a wide array of information on CBT due to its popularity in empirical studies (Creamer and Forbes, 2004) and its proven effectiveness (Monson, Rodriguez Warner, 2005). CBT is focused on cognition and the use of positive consequences (Cooper Lesser, 2005). Incorporating CBT and psychoeducation in individual therapy involves questions and discussion, note taking and a summary of key points discussed in the session. Educating clients also is a common and essential practice in many therapeutic relations (Allen, 2001). Through conversation w ith fellow soldiers who had been to Iraq/Afghanistan and were diagnose with PTSD, it was stated that no one type of program or therapy was more effective than another, or that they used a variety of treatment options. For the soldiers that experience psychoeducaton the consensus was that integrating psychoeducation in their treatment was an effective intervention method and felt that psychoeducation or education after an incident or diagnosis was useful. In conclusion psychoeducation seems to be a worthwhile method of intervention to be used in the treatment of PTSD and that its treatment has positive outcomes on the patient understanding of the disorder. The data gathered from my small scale research could be built upon for a study or a even more larger scale research. It is important to do further research on which treatment modalities are more or less effective with psychoeducation. As more and more of our military members and Soldiers return from war diagnosed with or suff ering from PTSD like symptoms, it would be beneficial, financial and educational, to train clinicians on the best practices for the treatment of PTSD. References Allen, Jon. (2001). Traumatic Relationships and Serious Mental Disorders. New Jersey: John Wiley Sons, Ltd. Barker, Robert L. (2003). The Social Work Dictionary. Washington D. C. : NASW Press. Cooper, M. Lesser J. (2005). Clinical Social Work Practice: An Integrated Approach, Boston: Pearson Education Creamer, M. , Forbes, D. (2004). Treatment of posttraumatic stress disorder in military and veteran populations. Psychotherapy: Theory, Research, Practice, Training, 41(4), 388-398. Kaplan, Arline. (Jan 1, 2006). Hidden Combat Wounds: Extensive, Deadly, Costly. In Psychiatric Times, p1. Retrieved July 02, 2007, from Academic OneFile via Thomson Gale: https://find. galegroup. com/itx/infomark. do? contentSet=IAC-Documentstype=retrievetabID=T002prodId=AONEdocId=A141590763source=galeuserGroupName=mlin_w_smithcolversion=1 . 0 Lincoln, T. M. ; Wilhelm, K. ; Nestoriuc, Y. (2007). Effectiveness of Psychoeducation for Relapse, Symptoms, Knowledge, Adherence and Functioning in Psychotic Disorders: A Meta-Analysis. Schizophrenia Research, 96 (1-3), p 232-245. Merinder P. (2002) Psychoeducation for Schizophrenia (Review). Cochrane Database of Systematic Reviews 2002, Issue 2. Retrieved June 26, 2007 from: https://www. mrw. interscience. wiley. com/cochrane/clsysrev/articles/CD002831/frame. html Monson, C. , Rodriguez, B. , Warner, R. (2005). Cognitive-Behavioral Therapy for PTSD in the Real World: Do Interpersonal Relationships Make a Real Difference? Journal Of Clinical Psychology 61(6), 751–761. Posttraumatic stress disorder. Random House Unabridged Dictionary.  © 1997 by Random House, Inc. , on Infoplease.  © 2000–2007 Pearson Education, publishing as Infoplease. 24 Jul. 2010  https://www. infoplease. com/ipd/A0515599. html. Russell, M. , Silver S. Rodgers, S. , Darnell J. (2007 ). Responding to an Identified Need: A Joint Department of Defense/Department of Veterans Affairs Training Program in Eye Movement Desensitization and Reprocessing (EMDR) for Clinicians Providing Trauma Services. International Journal of Stress Management 14 (1), p 61-71. Solomon, Phyllis. (1996). Moving from psychoeducation for families of adults with serious mental illness. Psychiatric Services 47 (12), 1364-70. Williams, Tom. (1987). Post-Traumatic Stress Disorders: A Handbook for Clinicians. Cincinnati: Disabled American Veterans. Wilson, J, Friedman, M. Lindy J. (2001). Treatment Goals for PTSD. In Wilson, J, Friedman, M. Lindy J. (Eds) Treating Psychological Trauma and PTSD (pp. 3-27). New York: Guilford Press. Don’t waste time! Our writers will create an original "Psychoeducation Effectiveness on Military" essay for you Create order

The Importance Of A Christian Worldview - 1611 Words

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Did the New Deal Prolong the Great Depression free essay sample

Did the New Deal Prolong the Great Depression? Yes: Burton W. Folsom, Jr. * The Cabinet head had personal connections with the President. Made him bias towards FDR’s ideas * Unemployment was higher in 1939 than in 1931 after hoover left office * Govt went from running a surplus to a deficit * Seven Years of trade deficits cursed American GDP over the span of the New Deal * Welfare and Social Security kept lazy people lazy and made hard working people take pay cuts * The economy is self regulating and self healing; it would have fixed itself in time(not 12 years though) * IT was â€Å"Constraints School† The US economy was in a nose-dive for the first 6 years of FDR’s presidency, but he kept the Ether up and promised progress * Roosevelt Raised taxes across the board†¦ Sounds familiar to what is going on now†¦ damn Obama * If the war did not come about, FDR would not have lasted the 4 terms. We will write a custom essay sample on Did the New Deal Prolong the Great Depression? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page NO: Roger Biles * FDR believed Taking a method and trying it until it worked or didn’t. It it did, then keep doing it; if it didn’t admit that defeat and try something else. He used the Federal Gov’t to â€Å"help† regulate the economy(kind of like genetically engineering which also doesn’t work 100% of the time) * Unemployment decreased over the first 5 years of FDR’s presidency * The FDIC insured everyone’s money that is in the bank which is something that the US needed in 1929 * FDR created hope for everyone with Social Security, Welfare and Section 8 housing * He created the US postal service, rural electrification act, and rural mail act * Roosevelt changed the form of Gov’t in a short 12 years * He created â€Å"Wealth Tax† (sounds familiar AGAIN! which â€Å"affected Very few taxpayers† * He then Repealed the â€Å"Wealth Tax† because it didn’t work FDR’s new deal was a great idea in theory(so is Marxism) , but wasn’t the best idea for the time. What he did is kind of what we are going through today: Promising change but not saying when, Increasing taxes and hoping it will help your deficit, and tried to intervene with the self regulating economy. The New Deal DID work, but only because WWII brought the need for production back to America; without that, the New Deal would have taked much much longer to work.

Major Battle Of American Revolution Essays -

Major Battle Of American Revolution The American Revolution began on April 19, 1775, when British soldiers and American patriots clashed at Lexington, Massachusetts, and at nearby Concord. The war lasted eight years. It ended on September 3, 1783, when Britain signed the Treaty of Paris, which gave independence to the United States. The Battle of Bunker Hill was fought in June of 1775. In the Battle of Bunker Hill the patriots were successful in holding their ground, Redcoats sent three attack waves, the first to were successfully defended by the patriots buy the third was successful in driving the patriots off the hill. The main reason of the patriots retreat was because of lack of ammunition. Officially the victory was given to the Redcoats but the Patriots had the real victory, for they had proved themselves against professional soldiers and took a great many British soldiers in the battle. In the Battle of Long Island General Howe easily outflanked and defeated Washingtons army. Howe could have ended the war at this point but he hesitated. The reason for his hesitation was because he could not make up his mind whether to be a peacemaker or a conqueror. Howe could have ended the war at that time but he allowed the patriots to escape. In the Battle of Saratoga Horatio Gates along with Benedict Arnold defeated John Burgoyne. Arnold and Gates erected formidable defenses immediately South of Stillwater and then forced the British Army to surrender. This defeat revealed the failure of British strategy. This victory also helped convince France that it could safely enter the war on the American side. The Battle of Camden marked the point for the patriots in the American Revolution. The armies of Horatio Gates and George Cornwallis. The patriots received heavy casualties which forced them to withdraw. The out come of this battle was a severe defeat to the patriots. The defeat of the British at the Battle of Yorktown by the patriots and the French signified the end of the war. French ships and patriots trapped Cornwallis and his troops. Cornwallis surrendered and the British were defeated. Then the Treaty of Paris was drawn up because of the defeat of the British. These major battles had a great impact on the events in the war. Many of the outcomes of these battles decided what events would happen next such as the Battle of Saratoga convinced France that it was safe to enter the war. The Battle of Long Island could have a much bigger impact than it did. That battle could have ended the war. The French victory in the American Revolution ultimately led to the death of the French monarchy. This refers to how the French victory in the American Revolution was a very costly victory. The French involvement in the war had put a great strain on their economic situation. Because of this economic situation the French Revolution occurred which would eventually end monarchy in France. History Essays