Geriatric Mental Health Disaster and Emergency Preparedness

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Chapter 13 The Interdisciplinary Treatment Team 253 patients and caregivers. The team problem-solving process includes the following seven steps: defining the problem, brainstorming solutions, choosing solutions, reviewing evidence-based literature, planning ways to implement solutions, carrying out the plan, and evaluating the solutions (see Miller, 1993; Miller & Toner, 1991; Toner, Miller, & Gurland, 1994). The systematic evidence-based problem-solving process has been applied to geriatric mental health (Toner, 1994a, 1994b; Toner, 2002) and disaster preparedness. INTERDISCIPLINARY TEAM PROCESS: DEVELOPMENT, MANAGEMENT, AND MAINTENANCE Interdisciplinary teams don’t just happen! They require training as a team to empower them to work effectively. Training can be either formal or informal and can be initiated and implemented by the team members themselves and their team leadership (Toner, 1994a) or by facilitators who lead the team to effective team functioning. Interactive learning methods have been described as particularly successful in promoting interdisciplinary teamwork, particularly with learners from different disciplines (Howe & Sherman, 2006; Howe, Hyer, Mellor, Lindeman, & Luptak, 2001; Mellor, Hyer, & Howe, 2002). The interdisciplinary treatment team training described in this chapter is the product of over 25 years of interdisciplinary team facilitation conducted by these authors in health care settings in all parts of the country and abroad. Recent research by these authors suggests that incorporation of the quality of life choice and choosing process (Gurland & Gurland, 2008a, 2008b) within interdisciplinary team training may “provide a vehicle for successful and effective interprofessional team development, team management and team maintenance” (Gurland et al., 2009, p. 111). Recently, these authors have applied their evidence-based interdisciplinary team process methods to the development of specialized teams in disaster preparedness. Using the methods listed in Table 13.1, the authors have facilitated team development, team management, and team maintenance with the goal of empowering health care professionals to prepare for disasters and function more effectively as a team once a disaster strikes. Table 13.1 lists evidence-based methods that team leaders and interdisciplinary team members can use to effectively develop, manage, and maintain the team. These methods have been successful in helping team members work with one another by collaboratively setting goals for the
254 Geriatric Mental Health Disaster and Emergency Preparedness INTERDISCIPLINARY TEAM TRAINING PROCESS ACTIVITIES GOAL ACTIVITY REFERENCE TEAM DEVELOPMENT TEAM MANAGEMENT TEAM MAINTENANCE Group member roles Sampson & Marthas, 1990 Leadership orientation Bolman & Deal, 1991 Establishing group norms Bion, 1959; Miller, 2004; Rubin, Plovnick, & Fry, 1975; Sampson & Marthas, 1990 Shared/rotating leadership; CORE mission statement; prioritizing team concerns Miller & Toner, 1991; Toner, Miller, & Gurland, 1994 Team working contract Miller & Toner, 1991 Systematic team evidencebased problem solving Team problem-solving scenarios Orientation to the process of assessment Table 13.1 Haley, 1978; Levenstein, 1972; Miller & Toner, 1991; Toner, Miller, & Gurland, 1994 Toner & Meyer, 1988 Nathanson, Moscou, Sheehan, & Toner, 2007; Toner, 1989, 1990 Treatment decision guide Toner, Miller, & Gurland, 1994 Team process/ verbal critique Drinka & Clark, 2000; Miller, 1989, 2004; Takamura & Stringfellow, 1985 Videotape review Toner & Meyer, 1988; Toner, Miller, & Gurland, 1994 Observation of groups at work Howe, Callahan, & Banc, 2003; Miller, 1989
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Geriatric Mental Health Disaster an
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Geriatric Mental Health Disaster an
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Dedicated to Flo Aaroe, who personi
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Contributors xi Foreword by Robert
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14 Geriatric Assessment for Differe
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xii Contributors Terry Fulmer, PhD,
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xiv Contributors Douglas M. Sanders
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Foreword With the increase in the n
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Preface The rage you feel does more
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Preface xxi and (3) influence the d
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Preface xxiii as key to the prepara
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Acknowledgments In connection with
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1 A Primer for Disaster and Emergen
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Chapter 1 A Primer for Disaster and
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2 Older Persons in Disasters and Em
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Chapter 2 Older Persons in Disaster
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NORMAL CHANGES WITH AGING ORGANS/SY
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Immune Function Laboratory Tests Em
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48 Geriatric Mental Health Disaster
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Table 3.3 GEC GEPR COLLABORATIVE PR
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Table 3.3 GEC GEPR COLLABORATIVE PR
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Community Response to the Needs of
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5 National and Cross-National Model
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Chapter 5 National and Cross-Nation
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6 Supervision and Facilitated Refl
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Chapter 6 Supervision and Facilitat
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INTERNATIONAL TREATIES Team Respons
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120 Geriatric Mental Health Disaste
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8 Self-Help Tools for Older Persons
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Chapter 8 Self-Help Tools for Older
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9 Volunteers: Who Are They and What
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Chapter 9 Volunteers 159 munity com
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Chapter 9 Volunteers 161 RECRUITING
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Chapter 9 Volunteers 163 et al.). O
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Chapter 9 Volunteers 165 cial effor
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Chapter 9 Volunteers 167 nizations
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VOLUNTEERS PROVIDING AND RECEIVING
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Chapter 9 Volunteers 171 Gibson, M.
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Clinical Response to the Needs of O
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Table 10.1 PRE-DISASTER/BASELINE DO
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Table 10.2 DURING-DISASTER SYMPTOM
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Table 10.3 POSTDISASTER SYMPTOM DOM
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Table 10.5 POSSIBLE BENEFITS OF SEL
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The Length of Mourning Chapter 15 B
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Chapter 15 Bereavement and Grief 30
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16 The Experience of Vulnerability
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Chapter 16 The Experience of Vulner
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17 Alzheimer’s Disease and Relate
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Chapter 17 Alzheimer’s Disease an
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n Do your best to remain calm. The
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380 Appendix I A Guide to Developin
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390 Appendix II Glossary of Terms C
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A AAGP. See American Association fo
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community initiatives/lessons learn
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depression v., 287 during disasters
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Emergency preparedness, gaps in tra
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adverse reactions to, 226 conclusio
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health care provider training on, 7
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physical changes/resultant weakness
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supervisor component of, 110 -113,
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Spirituality of African Americans/A
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