Diagnosis disclosure in dementia is a complex area that results in positive and negative outcomes for both clinicians and patients. Eight clinicians and seven patients were interviewed about their recent experience of either giving or receiving a diagnosis of dementia. Interview transcripts were analysed using interpretative phenomenological analysis. The analysis revealed two higher order themes: Hiding from the Truth and The Social Environment: Help or Hindrance? Both clinicians and patients experience avoidance in relation to the diagnosis. The results support a psychosocial model of dementia and highlight the need for flexible follow up interventions that both recognise patients' use of avoidance and denial as coping strategies and facilitate social support. The social environment can also assist and hamper clinicians' efforts to help their patients. Future research is needed to elucidate optimal conditions for facilitating patients' uptake of positive coping strategies.
ObjectivesThis study explores the potential for a computerised self-help programme within the context of a higher education (HE) environment. At Teesside University the CALM Approach(CALM: Computer Aided Lifestyle Management) has been in operation since October 2007. There is a need within HE to cater for the increasing number of students who are presenting with distress in their mental health and well-being and to provide these students withalternatives to the traditional support services.DesignNine students self referred to participate in the study. Participants self-referred to two groups: group 1 attended a face-to-face interview, and group 2 returned an anonymous questionnaire. The study evaluated six face-to-face semi-structured interviews and three anonymous semi-structured questionnaires. All participants had used the CALM Approach during the academic year.Data analysisInterpretive Phenomenological Analysis was used to explore the participants’ experience and personal views of using the CALM Approach.ResultsIn group 1, 10 superordinate themes were established. In group 2, five superordinate themes were established. The themes describe different aspects of how participants experienced using the CALM Approach and how this impacted on their personal and university development.ConclusionsIt was suggested that the CALM Approach is a viable option for providing computerisedselfhelp to meet the mental health and well-being needs of HE students. All participantsreported positive experiences and positive changes in their lives as a result of using the CALM Approach. Computerised selfhelp was seen as a useful support tool for HE students.
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