Day 2 :
Keynote Forum
Monica Carpendale
Kutenai Art Therapy Institute, Canada
Keynote: Enhance emotional resiliency through playing therapeutic games
Biography:
Monica Carpendale, founder and academic dean of the Kutenai Art Therapy Institute, Nelson, BC, is an art therapist, educator, supervisor, author, film producer, researcher and designer of nine therapeutic games for use in educational, therapeutic and medical environments. She is an international presenter on art therapy research and supervision
Abstract:
The Auxilium Horizons poster session explores the interface between art and play therapy with the use of therapeutic communication games in both board and digital formats. The original games were developed in art and play therapy sessions with children and adolescents. They have been revised over the years with feedback from children, adolescents, parents and professionals. The current development has moved into the digital format. The original Blue Heron Games have been developed under Auxilium Horizons to be used as culturally safe therapeutic materials for the development of emotional self-awareness and resiliency with increased self esteem through enhancing communication and social skills. The games fall under several different categories: feeling games, anger games, social issues, values and beliefs, and self-esteem. General objectives for the games are:
· To increase self-awareness and the ability to identify emotions
· To enhance self-esteem
· To increase personal story telling and sharing life experiences
· To practice creative problem solving
· To develop and enhance communication and social skills
· To develop empathy and support the development of emotional resilience.
The structure of games with an exchange of turns, and movement through a whole spectrum of feelings allows for the problems a child feels and experiences to be expressed within a rainbow of other feelings and positive experiences. All feelings and experiences are accepted as expressed. There are no wrong answers and it is important that there be no negative or critical response. If for example, when a child lands on the “mean” square and they tell about a really mean thing that they did; they should be acknowledged for their courage in sharing. The use of digital formats function as a dis-inhibitor and catalyst for therapeutic work by providing an engaging form of storytelling through communication games. The digital communication games can be used in hospitals, schools and a variety of therapeutic environments. Digital games are familiar to a child and can help reduce their anxiety because children often feel that there is something wrong with them if they are sent to counseling. Offering a game as a choice of activity is like offering a known element in an unknown environment. There is an opportunity for interaction, warmth, laughter, and friendliness. Starting with one of the feeling games can provide an opportunity to reflect or normalize feelings of anxiety, nervousness or shyness in meeting someone new. The use of these games can create a socially enhanced process utilizing the benefits of digital materials.
Keynote Forum
Alanna Geary
Metro North Hospital and Health Service, Australia
Keynote: Building leadership capacity and capability via an opportunist approach
Biography:
Alanna Geary the Executive Director of Nursing & Midwifery Services MNHHS is the an Adjunct Professor Queensland University of Technology and an Adjunct Associate Professor Griffith University. She has held many senior nursing roles having been a Nurse Manager, Nurse Unit Manager, Nursing Director and since 2012 has been the Executive Director Nursing and Midwifery for one of the largest health services within Australia comprising more than 8000 nursing staff. She is an active professional setting on numerous national and state bodies and is passionate about developing the profession
Abstract:
In a system driven by rapidly evolving technology, shorter lengths of stay and efficiency measure the role of Nurse Executives is often operational. While there is an aspiration to be strategic, lead change, provide direction and intent, the stark reality is budget, workforce management, and human resource issues take precedence. However, clinical governance, leadership, and transfer of knowledge are pivotal drivers in the achievement of strategic priorities and outcomes influencing nursing actions and interactions. Nursing and midwifery executive within a metropolitan health service, employing more than 8000 nurses and midwives, made a pragmatic decision to offer ongoing educational leadership initiatives to all staff with the intent to provide positive educational opportunities, and assist in reframing the perspective of leadership capacity and capability to achieve improved patient outcomes through an appropriately empowered, engaged, and educated workforce. Executive collaborated with nursing education to offer a series of workshops and a suite of other resources to assist the workforce to continue to gain capacity and capability to manage complex high-pressure work environments. As such, this leadership development coupled with other lifelong learning strategies invests in achieving continuity and consistency of workforce behaviours. This unique approach targeting leadership in action for all classifications of the nursing and midwifery workforce afforded opportunities to share experiences, increase engagement, interaction, leadership capacity, and meaningful team building strategies to cultivate effective relationships within a positive work environment. Leadership workshops, education, mentorship, and support were provided to approximately 4000 staff. These opportunities afforded interaction with the Executive Director of Nursing and Midwifery Services, and another executive. Additionally, career pathways and orientation to role resources have further enhanced this approach. Outcomes have resulted in a collective appreciation of leadership imperatives, and a shared interpretation of excellence for nursing/midwifery within the health service coupled with engendering momentum to continue a trajectory focussing on professional standards, strategic priorities, and other deliverables. Momentum is continuing with leadership now considered everyone’s responsibility, and other professions have sought assistance in meeting similar challenges.
Location: Frederick
Chair
Monica Carpendale
Kutenai Art Therapy Institute, Canada
Session Introduction
Zeliha Cengiz
Inonu University, Turkey
Title: The effect of the training provided based on health belief model on rational drug use in patients undergoing hemodialysis
Biography:
Zeliha Cengiz is a PhD student in the Fundamentals of Nursing. She has more than 8years of history in nursing prefession. She is currently working research assistans at Inonu University Facult of Nursing.
Abstract:
Aim: This study was conducted in order to determine the effect of the training, provided for the patients undergoing hemodialysis in accordance with the Health Belief Model (HBM), on rational drug use.
Material and Method: The first stage of the study, which was conducted in two stages, was carried out methodologically and the second stage was carried out as the pretest-posttest randomized controlled trial model. The population of the study was composed of all the patients (n=396) receiving hemodialysis treatment in the dialysis units where the study was conducted. As a result of the power analysis, the sample size was decided to be 132 (66 patients in the experimental group, 66 patients in the control group). The study was conducted in Malatya and Elazig cities between March 2017-September 2018. The data were collected using the patient information form and the rational drug use scale(RDUS)" prepared by the researchers. The training on rational drug use was provided to the patients in the experimental group in accordance with the HBM twice at 15day intervals. The descriptive statistics, Cronbach’s alpha, chi-square, and dependent and independent samples t-test were used to assess the data.
Results: According to the pretest measurement data, the RDUS mean score of the experimental group was 60.29±10.17 and the RDUS mean score of the control group was 62.85±9.94. According to the posttest measurement data, the RDUS mean score of the experimental group was 78.80±8.16 and the mean score of the control group was 63.48±9.77. It was determined that the difference between the pretest scores of the experimental and control groups was not statistically significant and the difference between the posttest mean scores was significant (p<0.001).
Conclusion: In the analyses, it was determined that the training provided in accordance with HBM increased the rational drug use of the patients undergoing hemodialysis. It may be recommended to use RDUS to measure the rational drug use, to use HBM as a guide in the training to be provided on the rational drug use, and to provide the training on rational drug use for the patients undergoing hemodialysis.
Biography:
Shara Ruffin is a licensed social worker and psychotherapist at a partial hospitalization program in Philadelphia, Pennsylvania. She holds a bachelor of social work degree from the Lock Haven University of Pennsylvania and a master of social work from Howard University School of Social Work. She provides therapeutic support to enhance the lives of others with specializations in grief and loss, veteran behavioral health, mindfulness meditation, and trauma counseling. Shara is a member of several professional organizations including the National Association of Social Worker, International Association of Trauma (IAPT) and the Pennsylvania Society for Clinical Social Workers (PSCW). She is currently in the process of writing her first book, a memoir focused on her experiences of struggling with her own mental health, juggling single motherhood, while working on her own journey to happiness and stability.
Abstract:
The focus of the speech will be to shed light on the sacrifices made by the hidden heroes in our country, military families that stand behind the service member. Military families face unique challenges including long separations, frequent moves, inconsistent training schedules, late nights in the office and the toll of mental and physical injuries on both the services member and the family that can be devastating if the proper support is not in place to address challenges that arise. As a former military spouse, four years ago, I faced one of the most challenging hardships in my life. Being a new military spouse and new mother, while facing the fact that my new husband, a non-commissioned officer in the Army was “volunteering” to go back to Afghanistan, ten months post-deployment from his last tour. During his previous nine-month deployment to Kabul Afghanistan, I had given birth to a stillborn daughter, which left me and my husband devastated. Upon his return, we were just starting the process of healing. I had a whirlwind of emotion going through me. How could he volunteer to go back? We just got back on solid ground? Does he not want to be near me? We just started a family. My husband told me that he needed the money to get out of debt. Three weeks after my son Jaedan was born, he left for his deployment training in Fort Polk, Louisana and I was left to care for my son in Philadelphia. I struggled to manage my own mental health including untreated anxiety, post-partum depression. Four weeks post-partum, I went back to work as a mental health provider, while managing the demands of single parenthood. I struggled to seek and maintain my own mental health treatment. When my son became five months old, he became terribly ill. He was taken to Children’s Hospital of Philadelphia for evaluation in the Urology department and was diagnosed with Ureteropelvic Junction Obstruction (UPJ). Due to the extensive blockage in his kidney, I was told by a specialist that my son would have to have surgery at six months. I was scared to death, however, I knew he had to have the surgery due to him being in a lot of pain. For the next several months after his surgery, his life was filled with numerous ultrasounds; specialist visits and emergency room visits due to Jordan's weakened immune system. The stressors of taking care of a sick child; managing my own mental health; balancing a full-time job with single motherhood, and the geographical distance of my husband had detrimental effects on my marriage which ended in divorce due to these stressors related to the military lifestyle. My story is a testimony to the importance of providing adequate care to our military members and their families to promote wellness, education regarding mental health. As a mental health provider, I have dedicated my work toward that cause.
Biography:
Sangeetha is a 24year old insurance professional from the IT hub of India, Bangalore. She is a survivor and a fighter. She was diagnosed with depression having bipolar disorder and borderline personality disorder in November 2014. Since then, she has been undergoing regerous therapy and had been taking medication for the same. She is an author and poet and published 2 books in 2017 and 2018 respectively. Today she stands strong and tells the world her story of survival and how she overcomes her depression.
Abstract:
A TEDx speaker, an author, a poet, a cancer advocate', 4 taglines that seem great to have. At the age of 24, having these 4 suffixes after my name seems lucky but it is not as rosy as it seems. The reason for these taglines is 2 main ones which include, A Bipolar with a borderline personality disorder. I got diagnosed with these 2 mental illnesses in November 2014 when I was attempted suicide. Surprisingly, I breathed a sigh of relief on the diagnosed because I finally had a logical, rational reason for my behavior and it was not my fault but the chemicals in my brain failed to perform their duty. Post diagnoses I began therapy with medication. I was put on 11 medicines for every symptom I complained about. Paranoia, anxiety, mood swings and what not. As therapy began I started talking about my baggage. I began with my childhood which included being subjected to bullying at the age of 7. It brought about insecurities in me of not being good enough and being worthless. At 11, my father was diagnosed with blood cancer. The reason it affected me was the innocence of a child was taken away when the responsibilities of the household were entrusted upon me. I had to be the pillar of our house as my father battled with death with my mother on his side, 300kilometers away from us. I had to take care of my 8-year-old sister, a schizophrenic grandmother with the help of my grandfather. Thankfully, my father won his battle, kept up his promise and came back to us. At the age of 12, due to peer pressure in school and various other insecurities, I resorted to self-harm for solace. Teenage blues struck and self-harm became an addition. I was subjected to sexual abuse by a family member and I did not know how to cope. I made a lot of mistakes and I lost a lot of friends. Things were not going well. One morning in 2014, when I was 20years old I walked out of my house hoping to come back lifeless. I reached the end line but I did not cross it. I sought for help as I needed it as I was heading nowhere. Its 4years now, and I am doing considerably well. In July 2015, the cancer NGO my father was associated with called for an essay competition for caregivers which I wrote and won. Since then, I knew I had a passion for writing and I started jotting down my feelings and emotions. My writing is not motivational nor positive, instead, it is empathetic. I published 2 books, 'Key to Acceptance' and 'Echoes in my Attic' in 2017 and 2018 respectively. Sometimes, in June 2018, I had a Eureka moment when I realized I need to start spreading awareness of mental health. I started giving talks. I began sharing my story publicly hoping to inspire people to seek help at the right time. I put out my weakness and fears to the society to talk about with just one intention of having the hope that at one will seek help at the right time and would not wait till the end like me. The reason for the first 4 taglines is because of my mental illnesses. Today I would not be where I am without my mental illness. I am proud to be a mental health patient, but I replace the word patient with the word survivor because on my journey from 2014 till today I know the progress I have made.
Francesca Dansereau
McGill University, Canada
Title: A career developmental perspective on autism spectrum disorder
Biography:
Anna has completed her social service worker diploma and is currently studying for her bachelor's degree in mental health. She has worked in daycares, schools and is currently working in the field at a youth shelter supporting homeless youth. She plans to obtain her PhD and open her own practice. She is married and has a 4year old son who she loves dearly. She has written many essays in her educational career and has many years of experience working with youth. She is very passionate about her career and mental health and hopes to make changes for society and the lives of youth.
Abstract:
The purpose of this paper is to explore and educate on the importance of teaching emotional intelligence and coping skills to individuals and having these programs be a mandatory part of the school curriculum. If children are taught and understand their emotions, they will be able to develop healthy coping skills and manage life stressors in more positive and healthy ways. Several studies suggest unhealthy coping is related to delinquent behavior in youth; individuals with avoidant coping skills may distract themselves from problems or stress with criminal behavior and substance use. However, if individuals are never taught about emotions how can we expect them to understand emotions, handle stress and develop healthy coping skills. Throughout our lives, we experience many emotions daily and sometimes we are not able to accurately describe what we are feeling, or we don’t know what to do to help ourselves feel better. We are expected to know our emotions and how to cope in healthy ways without ever being taught. The way society is constructed makes expressing and understanding emotions almost impossible which leads to unhealthy coping methods, poor health, and other issues in society such as mental health issues and crime. Emotions are a crucial and constant part of individuals lives from birth, we are taught everything from walking to eating, yet no one teaches how to cope and understand emotions. Children are vulnerable and constantly learning about themselves and the world around them, their emotions and the way they perceive things is what develops their world schema. The schema that they develop is what is the foundation of their lives and determines their future success it is important that we teach and guide them to prepare them for healthy and successful lives; children are our future and it is our job to support and guide them. It is crucial to educate children on emotions and how to cope and therefore should be included as a mandatory requirement of the school curriculum. There has been a lot of research around child development and emotional intelligence and research shows that an interactive relationship between children’s emotional and cognitive development. Emotional intelligence has been found to be a critical aspect of children’s early development, learning, and relationship building. Emotions are a part of life from birth throughout our entire lives and stress is a constant part of life. Every individual experience many emotions and will experience stress daily, yet no one is taught about emotions or coping skills. Individuals are left on their own to figure out emotions and find their own ways to cope and often individuals facing a great deal of stress turn to unhealthy ways to cope. The world is constantly changing and evolving yet our school system has remained the same and is structured to teach academics like Math and English but doesn’t teach essential life skills such as coping. The world and society are structured to teach individuals to suppress emotions and that negative emotions are bad, and that being vulnerable is uncomfortable, bad and embarrassing. This further causes individuals to suppress their emotions and leaves them lost for ways to cope with life. Many studies and research show that teaching emotional intelligence and coping skills has countless benefits. Emotional intelligence and coping skills increase academic performance, creates better relationships, reduces anxiety, depression, increases problem-solving skills and reduce crime and bullying. Research shows that teaching these skills to children in their early years is crucial to their development and later outcomes in life. This highlights the need, importance, and effectiveness of teaching emotional intelligence and coping skills to children in school. By teaching children this in school we ensure that they are getting the knowledge and skills they need to lead healthy and productive lives and to be prepared for their lives. It is our job to guide, teach and prepare our children for life and emotions are a critical part of life; we need to teach children about emotions and healthy ways to cope. We are failing as a society by leaving children to learn about emotions and find ways to cope on their own. Teaching emotional intelligence and coping skills in school is crucial and a change that is necessary for society. Children only learn what they are taught so it is critical to teach them about emotions and healthy ways to cope in order for them to lead successful, productive, and healthy lives overall.
Biography:
Gulsen Kilinc is a PhD student in the Psychiatric Nursing. She has more than 7years of history in nursing prefession. She is currently working research assistans at Inonu University Facult of Nursing. She has his expertise in psychiatric nursing
Abstract:
Background: Nursing education contains both theoretical and practical training processes. Clinical training is the basis of nursing education. The quality of clinical training is closely related to the quality of the clinical learning environment.
Objectives: This study aimed to determine the transfer of theoretical knowledge into clinical practice by nursing students and the difficulties they experience during this process.
Methods: A qualitative research design was used in the study. The study was conducted in 2015 with 30 nursing students in a university located in the east of Turkey, constituting three focus groups. The questions directed to the students during the focus group interviews were as follows: What do you think about your clinical training? How do you evaluate yourself in the process of putting your theoretical knowledge into clinical practice? What kind of difficulties are you experiencing in clinical practices?
Results: The data were interpreted using the method of content analysis. Most of the students reported that theoretical information they received was excessive, their ability to put most of this information into practice was weak, and they lacked the courage to touch patients for fear of implementing procedures incorrectly. As a result of the analysis of the data, ï¬ve main themes were determined: clinical training, guidance, and communication, hospital environment and expectations.
Conclusions: The results of this study showed that nursing students found their clinical knowledge and skills insufficient and usually failed to transfer their theoretical knowledge into clinical practices. The study observed that nursing students experienced various issues in clinical practices. In order to ï¬x these issues and achieve an effective clinical training environment, collaboration should be achieved among nursing instructors, nurses, nursing school and hospital management. Additionally, the number of nursing educators should be increased and training programs should be provided regarding effective clinical training methods.
Biography:
Zeliha Cengiz is a PhD student in the Fundamentals of Nursing. She has more than 8years of history in nursing prefession. She is currently working research assistans at Inonu University Facult of Nursing
Abstract:
Aim: This study was conducted in order to develop the “rational drug use scale”.
Material and Method: The research was carried out methodologically. The population of the study was composed of all the patients (n=396) receiving hemodialysis treatment in the dialysis units where the study was conducted. After determining the scale items and taking expert opinions, the final scale was created. A total of 325 patients were reached for validity and reliability analysis of the scale.
Results: According to the exploratory and confirmatory factor analysis, rational drug use scale has 21 items and a single factor. This factor measures whether patients use effective, reliable, appropriate and cheap drugs. A Cronbach’s alpha coefficient was 0.84.
Conclusion: According to these results, RDUS is a valid and reliable scale for measuring rational drug use. It is recommended that RDUS be used to determine rational drug use in different patient groups and use before and after trainings for rational drug use. In addition, it is recommended to determine whether the factor structure is maintained by conducting validity and reliability studies in different cultures.
Savvidou Maria
Aristotle University of Thessaloniki, Greece
Title: A Quantitative Research: Factors affecting career choice during the last period of Adolescence
Biography:
Savvidou Maria completed her Bachelor degree in Psychology at the Faculty of Philosophy, Aristotle University of Thessaloniki (Greece). She has specialized in Career Counseling, certified by the Greek State and School of Pedagogical and Technological Education (ASPETE). Now she is attending seminars on Neuroscience. She has worked as a teacher/ researcher for 4 years in various private educational centers, helping university students carrying out their research projects. She is genuinely passionate about research, because she believes that it can contribute to the development of critical thinking and improvement of our everyday life. She thinks that the basic tool for promoting research is questioning and doubt.
Abstract:
The present study is mainly a pilot survey using quantitative methods that aims to examine all the factors affecting career choice during adolescence. There are different views in the relative literature. Therefore, in one respect, career choice is supposed to be a long-term procedure with often unpredictable developments that never ends. On the other hand, it is generally accepted that career choice is a developmental process that starts from early childhood and is basically expressed during adolescence when students are obligated to take a decision related with their career structure. Based on the second point of view, it was chosen that all sampled students should be at the age that is close in time to the most important decision about their working life (upper secondary school). The basic assumption that was originally made is that, in the current period the socio-economic context in Greece presents much more unfavorable working conditions than a decade ago and we expect this to turn teenagers towards different professional orientations and behaviors than we have so far observed. The findings of the investigation showed that further research is necessary, especially nowadays that socio-economic factors are changing rapidly. Research in the Greek field should be re-evaluated, as the working framework changes every year and consequently the factors influencing career choice during adolescence are formulated within another framework.