Geriatric Mental Health Disaster and Emergency Preparedness

More documents

Recommendations

Info

Chapter 13 The Interdisciplinary Treatment Team 255 team and arriving at appropriate treatment/care decisions for the older people they serve. Table 13.1 also provides citations for each of the activities listed so the reader can explore further these interdisciplinary team process methods. Team Development Team development begins with a combination of traditional group dynamics approaches and human relations training. Traditional group dynamics approaches include the following: training in establishing goals and a core mission for the team, role definition /negotiation training, shared /rotating leadership exercises, and training in prioritizing team concerns. The team development exercises involved with role definition and role negotiation are continuous and ongoing as the team gains and loses members. Team Management The team management activities listed in Table 13.1 can be used as tools to help the team continue to work together more effectively once it has developed cohesion. Two team management exercises that focus on disaster preparedness have been particularly successful with specialized teams: Systematic Team Evidence-Based Problem Solving (STEPS) and Team Problem-Solving Scenarios. STEPS is a seven-stage process that incorporates an evaluative component. The evaluative component is designed to help the team, whenever possible and appropriate, choose evidence-based solutions shown to be successful in the scientific literature. The Problem-Solving Scenarios, described here, constitute a problemsolving game simulation in which team members work out solutions for typical disaster-related problems faced by the team. Table 13.2 describes a sample STEPS disaster preparedness problemsolving exercise that was conducted at the annual Geriatric Scholar Certificate Program in Binghamton, New York, in June 2007. The Geriatric Scholar Certificate Program is a component of the curriculum of the CNYGEC, which has been funded by the U.S. Department of Health and Human Services, Bureau of Health Professions, Health Services, and Resource Administration since 1994. The curriculum has trained teams in the methods of STEPS for over 12 years.
256 Geriatric Mental Health Disaster and Emergency Preparedness SUMMARY OF INTERDISCIPLINARY TEAM OUTCOMES FOR THE STEPS EXERCISE STEPS PROCESS TEAM OUTCOMES/DECISIONS/ACTIONS Defi ne the problem (brainstorming phase) Defi ne the problem (consensus phase) Table 13.2 Department for the Aging (DFTA) recruitment of volunteers for disaster/emergency work DFTA backup in cases of low volume of volunteers Hurricane/storm affecting area with large concentration of older persons Educating older persons at risk for dehydration/ delirium during heat wave Snowstorm isolation of older persons. Risks for medical complications with psychiatric comorbidity Nursing home evacuation with staff shortage Managing fears of patients/caregivers and mental health risks as media feeds fears of terrorism (alerting vs. fueling fears) Bomb threat at government facility How do we manage staff, patient, and caregiver (formal and informal) fears in the face of terrorism/terrorist threats? Brainstorm solutions Staff pep talk sessions: We’ve done this before; we can do it again Boost the ability of staff and older residents to help older persons/caregivers/staff to understand coping strategies Educate all about the inevitability of terrorism and other disasters Establish support groups, educational programs, planning activities Help develop a disaster action plan with fi rst phase Approach focused on the most vulnerable older persons who can’t help themselves Develop caregivers support/educational group
Page 2 and 3:
Geriatric Mental Health Disaster an
Page 4 and 5:
Geriatric Mental Health Disaster an
Page 6 and 7:
Dedicated to Flo Aaroe, who personi
Page 8 and 9:
Contributors xi Foreword by Robert
Page 10:
14 Geriatric Assessment for Differe
Page 13 and 14:
xii Contributors Terry Fulmer, PhD,
Page 15 and 16:
xiv Contributors Douglas M. Sanders
Page 18 and 19:
Foreword With the increase in the n
Page 20 and 21:
Preface The rage you feel does more
Page 22 and 23:
Preface xxi and (3) influence the d
Page 24 and 25:
Preface xxiii as key to the prepara
Page 26:
Acknowledgments In connection with
Page 30 and 31:
1 A Primer for Disaster and Emergen
Page 32 and 33:
Chapter 1 A Primer for Disaster and
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
2 Older Persons in Disasters and Em
Page 60 and 61:
Chapter 2 Older Persons in Disaster
Page 62 and 63:
NORMAL CHANGES WITH AGING ORGANS/SY
Page 64 and 65:
Immune Function Laboratory Tests Em
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72:
Page 75 and 76:
48 Geriatric Mental Health Disaster
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Table 3.3 GEC GEPR COLLABORATIVE PR
Page 83 and 84:
Table 3.3 GEC GEPR COLLABORATIVE PR
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 92:
Community Response to the Needs of
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 110 and 111:
5 National and Cross-National Model
Page 112 and 113:
Chapter 5 National and Cross-Nation
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
6 Supervision and Facilitated Refl
Page 134 and 135:
Chapter 6 Supervision and Facilitat
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
INTERNATIONAL TREATIES Team Respons
Page 144:
Page 147 and 148:
120 Geriatric Mental Health Disaste
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 168 and 169:
8 Self-Help Tools for Older Persons
Page 170 and 171:
Chapter 8 Self-Help Tools for Older
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
9 Volunteers: Who Are They and What
Page 186 and 187:
Chapter 9 Volunteers 159 munity com
Page 188 and 189:
Chapter 9 Volunteers 161 RECRUITING
Page 190 and 191:
Chapter 9 Volunteers 163 et al.). O
Page 192 and 193:
Chapter 9 Volunteers 165 cial effor
Page 194 and 195:
Chapter 9 Volunteers 167 nizations
Page 196 and 197:
VOLUNTEERS PROVIDING AND RECEIVING
Page 198 and 199:
Chapter 9 Volunteers 171 Gibson, M.
Page 200:
Clinical Response to the Needs of O
Page 203 and 204:
Page 205 and 206:
Table 10.1 PRE-DISASTER/BASELINE DO
Page 207 and 208:
Table 10.2 DURING-DISASTER SYMPTOM
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Table 10.3 POSTDISASTER SYMPTOM DOM
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Table 10.5 POSSIBLE BENEFITS OF SEL
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232: 204 Geriatric Mental Health Disaste
Page 240 and 241: 12 Complementary and Alternative Ap
Page 242 and 243: Chapter 12 Complementary and Altern
Page 248 and 249: Where to Find a Therapist Chapter 1
Page 266 and 267: Self-Care Chapter 12 Complementary
Page 272: Chapter 12 Complementary and Altern
Page 276 and 277: 13 The Interdisciplinary Treatment
Page 278 and 279: Chapter 13 The Interdisciplinary Tr
Page 284 and 285: Choose solutions Review literature
Page 300 and 301: 14 This chapter focuses on the ment
Page 302 and 303: Chapter 14 Geriatric Assessment for
Page 324 and 325: 15 Bereavement and Grief: What Is N
Page 326 and 327: Chapter 15 Bereavement and Grief 29
Page 328 and 329: Chapter 15 Bereavement and Grief 30
Page 330 and 331: The Length of Mourning Chapter 15 B
Page 332 and 333:
Chapter 15 Bereavement and Grief 30
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
Page 340:
Page 344 and 345:
16 The Experience of Vulnerability
Page 346 and 347:
Chapter 16 The Experience of Vulner
Page 348 and 349:
Page 350 and 351:
Page 352 and 353:
Page 354 and 355:
Page 356 and 357:
Page 358 and 359:
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 368 and 369:
17 Alzheimer’s Disease and Relate
Page 370 and 371:
Chapter 17 Alzheimer’s Disease an
Page 372 and 373:
Page 374 and 375:
n Do your best to remain calm. The
Page 376 and 377:
Page 378 and 379:
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 386:
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
380 Appendix I A Guide to Developin
Page 409 and 410:
Page 411 and 412:
Page 413 and 414:
Page 415 and 416:
Page 417 and 418:
390 Appendix II Glossary of Terms C
Page 419 and 420:
Page 421 and 422:
Page 423 and 424:
Page 425 and 426:
Page 427 and 428:
Page 429 and 430:
Page 432 and 433:
A AAGP. See American Association fo
Page 434 and 435:
community initiatives/lessons learn
Page 436 and 437:
depression v., 287 during disasters
Page 438 and 439:
Emergency preparedness, gaps in tra
Page 440 and 441:
adverse reactions to, 226 conclusio
Page 442 and 443:
health care provider training on, 7
Page 444 and 445:
physical changes/resultant weakness
Page 446 and 447:
supervisor component of, 110 -113,
Page 448 and 449:
Spirituality of African Americans/A
show all

Geriatric Mental Health Disaster and Emergency Preparedness

Create successful ePaper yourself

Delete template?

Save as template?