Anger

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This document discusses anger and violence management. It provides objectives around safety awareness and considering alternative responses to potentially dangerous situations. It examines reasons for violence including perceived control roles and societal factors. Causes of aggression are explored such as whether it is innate, learned, or driven by frustration. Predictive individual factors for violence like history of abuse or mental illness are outlined. The document provides tips for de-escalating situations through communication techniques, being aware of environmental and internal signals, setting limits, and allowing retreat.

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In Nursing, there exists a culture of lateral violence and bullying, I have finally come to the realization that what we are seeing is the symptom of something much larger, something that starts, grows, and is nurtured with our own participation. We communicate in ways that have the ability to support each other, but we can also communicate in ways that are hurtful, mean, and contribute to a culture of oppression. We need to change our culture.

Crisis intervention 2014

Dr. DawnElise Snipes ★AllCEUs★ Unlimited Counselor Training

This document provides information on crisis intervention and suicide risk assessment. It defines crisis and outlines general principles of crisis management, including identifying methods for screening for crisis in therapy sessions and the community. The document discusses the steps in crisis management and identifies common risk factors for suicide. It provides guidance on assessing suicide risk, developing a safety plan and treatment strategies, including medication and psychotherapy options. It emphasizes the importance of coordination among a multidisciplinary treatment team.

Bystanders in Bullying: What We Know and Where to Go

Graduate School of Education, University at Buffalo

Bullying

eb_35

The document discusses bullying, defining it as physical, verbal, or emotional abuse inflicted by one or more individuals. It notes that bullies seek power and control, while victims are often perceived as different or weaker. Bullying can occur in many school settings and takes forms like verbal name-calling, physical acts of aggression, social isolation, inappropriate comments, and cyberbullying. The effects on victims include feeling withdrawn, depressed, and afraid. The document recommends stopping bullying by befriending and defending victims and telling adults rather than just tattling.

Incivility in Nursing

Sheila P. Davis, PhD, RN, FAAN

The document discusses incivility in nursing academia and workplaces. It begins with an introduction to the PhD Nursing program at the University of Southern Mississippi. It then provides definitions of incivility, statistics on its prevalence in academic and practice settings, and examples of uncivil behaviors experienced by nurses and faculty. The document outlines precipitating and alleviating factors related to incivility. It proposes a conceptual model and resources to aid in developing policies to recognize and reduce incivility.

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Crisis intervention and hostage negotiation involves recognizing the psychological dynamics of hostage takers and survivors. Most hostage situations are unplanned domestic disputes involving emotionally disturbed individuals. Negotiators aim to safely resolve 95% of situations through de-escalation, rapport building, information gathering, containment, and persuading the hostage taker to surrender peacefully. The REACT and SAFE models provide frameworks for intervention and communication strategies.

Bullying in school

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This document outlines a presentation on bullying, including definitions of bullying, different types (physical, verbal, indirect), characteristics of aggressors and victims, common causes and locations, strategies to reduce bullying, effects, statistics, and rules/regulations. The presentation will also include a video clip depicting bullying. Bullying is defined as when a person is repeatedly picked on by someone with more power or social standing.

Crisis intervention ppt

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This document defines crisis and crisis intervention. It begins by defining a crisis as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium. It then outlines three types of crises: developmental, situational, and adventitious. Next, it provides an overview of crisis intervention, noting that a crisis is time-limited, occurs for everyone, and one's perception determines if an event is a crisis. It describes balancing factors that determine the outcome of a crisis and outlines the phases of a crisis. The document concludes by describing the assessment, diagnosis, planning, implementation and evaluation steps involved in crisis intervention.

Lateral violence in nursing

neshasmith

This document outlines the objectives and content of a unit on lateral violence in nursing. It defines lateral violence as nurse-on-nurse aggression and discusses common forms such as bullying, name calling, and gossip. Contributing factors include gender differences, enabling behaviors, and fear of retaliation. The costs of lateral violence include high turnover rates, patient safety issues, and loss of productivity. Effects on nurses include psychological impacts like burnout and physical impacts like headaches. The document recommends interventions like consistent accountability, staff training, and developing anti-bullying policies to address this issue.

Prosocial behaviour and altruistic Behaviour Determinants

Dr. Neeta Gupta

This document discusses prosocial behavior, which refers to voluntary actions intended to help or benefit other people. Prosocial behaviors include helping, sharing, comforting, and cooperating. Engaging in prosocial actions can provide benefits such as boosting mood, reducing stress, and strengthening social support systems. Prosocial behavior is influenced by both situational and personal factors like modeling, similarity, norms, empathy, and beliefs about fairness. Common types of prosocial behavior include helping, sharing, comforting, altruism, and behaviors that are proactive, reactive, or meant to help others without expectation of personal gain.

Communications Lab 3: Difficult personalities

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This document outlines a training session on communicating with difficult personalities. The objectives are to learn and practice strategies for dealing with challenging people. During the session, participants will learn about self-management techniques like breathing exercises. They will also learn communications tactics like validating emotions and finding a mutually agreeable outcome. Specific difficult scenarios like difficult customers and bullying will also be covered. Resources for getting additional help are provided, and an evaluation will be sent by email after the session.

Chapter Twelve

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Mental illness presents challenges for law enforcement. Officers receive little training but often encounter mentally ill individuals, sometimes violently. Common mental illnesses include schizophrenia, bipolar disorder, depression and anxiety disorders. Traditionally, officers resorted quickly to force without understanding illnesses. Now, programs like the "Memphis Model" establish crisis intervention teams to de-escalate situations non-violently through engagement, rapport building and community resources. These programs reduce injuries while increasing public awareness of mental health issues.

prosocialbehaviour

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This document discusses prosocial behavior and factors that influence helping others. It defines prosocial behavior as voluntary actions intended to benefit others. Key points include: - Altruism involves helping others at some cost to oneself with no expected reward. Kin selection theory and reciprocity can motivate altruism. - People are more likely to help when rewards exceed costs and when norms of social responsibility and justice apply. Empathy and positive moods also increase helping. - The bystander effect occurs when people are less likely to help in emergencies when others are present due to diffusion of responsibility. Reducing ambiguity and increasing responsibility can increase helping.

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Society can negatively impact teen suicide rates through both physical and mental challenges. Mentally, society promotes unrealistic standards of beauty and perfection that can lower teens' self-esteem and self-worth. Physically, societal pressures have led some teens to engage in self-harm like cutting or eating disorders. While society influences perceptions of attractiveness and social acceptance, teens should embrace self-love as a way to find meaning beyond external judgments. Overall, the document examines how society's narrow definitions of success, appearance, and behavior can increase suicidal thoughts in teens by making them feel worthless if they do not conform.

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A guide to suicide sceening for non clinician staff on campus

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A guide to suicide screening for non-clinician staff provides information about: - Understanding suicide myths and facts as well as prevalence data - Risk and protective factors for suicide - Using the Columbia Suicide Severity Rating Scale (C-SSRS) to screen for suicide risk by asking questions about ideation and behavior - Taking appropriate actions based on the screening such as signposting to support services for low risk, contacting emergency services for very high risk, or contacting mental health services for high risk

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Abdominal trauma, management, liver trauma, splenic trauma,

AditiSachdeva12

Yoga Philosophy Lifestyle , ethics Teacher Training Certificate Course

Karuna Yoga Vidya Peetham

Yoga Philosophy Certificate Course 10 hours – Yoga Philosophy Certificate Course What is Yoga Philosophy? Yoga theory course covers all parts of yoga to comprehend the significance behind all practices and encourages experts to go further in their training. Yoga practice has been keeping up for a huge number of years with the point of extreme freedom. This old practice, in view of yoga reasoning, tells individuals the best way to manage their bodies and brain to discover harmony throughout everyday life. Life is a stream and as opposed to floating in this stream, we may decide to take the path of least resistance deliberately with the assistance of yoga reasoning. In the event that your prana is solid, you will be solid and you can battle each sort of circumstance. Prana is the medium that associates everything: psyche, body… And during this course, we will figure out how to interface all the more calmly with respect to old yoga. Why study Yoga Philosophy? The old yogis found that the root course of misery and enduring is obliviousness of our own real essence. Anyway by seeing how our psyche functions they depicted a way that we can follow to find our actual self. This course investigates the various components of yogic way of thinking. The course won’t just give you the scholarly comprehension of the Yogic Philosophy yet additionally show you the way that can lead you to a definitive objective by taking the lessons of the first sacred texts and incorporating them. The course covers all basic points identified with the immense subject of Yoga from its set of experiences through the diverse genuine conventions for you to understand the reality of what Yoga genuinely is, an investigation to a definitive self. What You Will Learn From This Course Grow and extend your comprehension of yoga Understand the genuine reason for yoga and where it will bring us Learn about yogic brain research and how the psyche capacities Explore the antiquated yogic content and sacred writings Learn how to associate the old way of thinking with current yoga. Deeply study the philosophy of yoga to gain a deeper understanding of the history and purpose of yoga. To whom this course for? Students who want to go deeper with yoga and understand the philosophy behind it. Yoga Teachers who plan to teach yoga philosophy to their students. Yoga Teachers who looking for Continued Education credit to maintain their Yoga Alliance membership. Pre-requisites: This course is open to all students who wish to deepen their knowledge and application of some of the highest teachings of Participants do not need to be yoga Mastery of any yoga practice is not Only yours sincere desire for knowledge and your commitment to personal Love for Yoga is the most important eligibility factor for learning this course. Students who want to know Yoga in totality and move beyond Asana and Pranayama, Mudra & Bandha. Assessment and Certification The students are continuously assessed throug

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�� د حاتم البيطار القمةاسينمنت فاضية لطلاب القمة كورس مساعد طبيب الاسنان 2�.pdf

Abdominal trauma, management, liver trauma, splenic trauma,

Yoga Philosophy Lifestyle , ethics Teacher Training Certificate Course

Anger

1. Anger/Rage Management Part 1

2. Objectives • To encourage you to be more alert to and mindful of safety issues • Provide information about how to detect the potential for physical violence • To consider alternative responses in potentially dangerous situations • To help understand the application of communication skills in some situations of potential danger • To introduce safety awareness in the facility and treatment process

3. Resons for violence • Perceived role of “Control” for case managers • Negative preconceptions of counselors • Increasing violence in society

5. • http://www.ksat.com/video/18428265/index .html

6. Causes of Aggression/Violence • Is violence inevitable to human beings? • Is it a part of Human Nature? • Is it learned? • Is it an outcome of life’s frustrations? • Is it driven by society?

7. Causes of Violence • Aggressive impulses are innate and build up if blocked • Disequilibrium in power can trigger violence • Aggressiveness is socially learned and rewarded • Frustration leads to aggression

8. • Aggression can be initiated by human need • A single intervention won’t work • “flexibly” consider varied ways of responding • Learning safety needs to be ongoing

9. Predictive individual factors • History of violence • Mental illness – Substance abuse/dependence – History of child abuse – Various demographics • Between 15 and 40 • Male • Criminal history • Military training • Social isolation

10. • Isolated area of treatment center • Patient history of violence • Presence of many potential weapons • Unknown patient • Etc…

11. Predictive individual factors • Clinicians who: – Introspective < violence • More safety conscious and non-blaming attitudes – Authoritarian approach > violence • Exacerbates feelings of powerlessness – Gender • Not shown to be a factor

17. Pushing Buttons • Imagine there are no buttons to push – it’s easy if you try • The million dollar question 

18. Environmental signals • Are there other patients who could get hurt near by? • Is there anyone who would serve as an inciting audience? • Are there any other staff members available to assist you? • Are there any obvious weapons?

19. Internal signals • What are your own inner reactions? • Do they give you any indication of potential danger?

20. Person-in-Environment • Association with Peers that may influence me • Peers as a source of “normalization” of negative feelings

21. De-escalating verbal communication • Facilitate expressing feelings and thoughts • Respond succinctly • Encourage problem solving • Redirect (changing the subject)

22. Other De-escalating techniques • Be conscious of physical approach • Mirror (opposite) Body Language • Set Limits appropriately • Equalize Relationship • Personalize (self-disclosure) • Stay calm and THINK • Retreat • Allow patient to retreat

23. Discuss • When have you felt unsafe? • What changes can La Hacienda make to improve safety?

Anger

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