Awareness and goal setting with the traumatically brain injured

Abstract

One of the most disabling effects of traumatic brain injury is limited awareness of cognitive, emotional and interpersonal functioning. For this reason it is often difficult for a traumatically brain-injured person to form realistic goals and appreciate the need for rehabilitation. A goal-setting process is outlined in which therapists play a supportive but nondirective role and goals are developed which incorporate information in self-awareness. The aim of this approach is to create goals which are realistic and increase the likelihood of maintenance following treatment. Specific strategies to incorporate patient awareness during goal setting are discussed.

The effect of person‐centered counseling on the psychological status of persons with systemic lupus erythematosus or rheumatoid arthritis. A randomized, controlled trial

“…Patients were recruited in blocks of 4. Because an early analysis showed strong positive results with the first block of 16 SLE patients and because of the special burden on patients who are randomized to a control condition, it was decided that the recruitment of the additional SLE patients was unnecessary and recruitment was halted at that point. Recruitment of RA patients was curtailed at 60, when it was clear that no statistically significant result could be found.…”

“…All 16 subjects with SLE and all 60 subjects with RA were females recruited over a %month period from a list of patients who had attended the University of Alabama at Birmingham arthritis clinics in the previous 5 years. The patient list was arranged in order of medical record number, after stratification by diagnosis.…”

“…The emphasis is on reflecting the clients' feelings about problems back to the clients and helping them develop a positive regard or acceptance of themselves as persons (10,ll). Personcentered counseling has been used for the treatment of anxiety disorders (12,13) and depression (14,15), as well as for counseling persons with traumatic brain injury (16), schizophrenia (17), genetic concerns (18,19), AIDS (ZO), in intensive care (21), and persons with headaches (22). In these studies, the goal has been more to enhance a patient's psychological status for coping with a health problem than to achieve changes in physical functioning.…”

Rehabilitation Program for Deficit Awareness “The Trisquel”

“…Alterations in deficit awareness often constitute a major handicap in the rehabilitation process and in the process of socio-family and work reinsertion, representing one of the major barriers to successful rehabilitation, adequate psychosocial adjustment and satisfactory reintegration [26,27]. Although there is no consensus among the different investigations [28] regarding the relationship between the level of insight and the possibility of benefiting from rehabilitation [28,29], it seems evident that the awareness of sequelae appears as a very important variable that affects To the motivation and degree of cooperation of the patients in the rehabilitation sessions [30][31][32][33][34][35]. It is considered a necessary prerequisite for the success of the rehabilitation process, medium-long-term maintenance of rehabilitation gains [29] and the application in daily life of compensatory strategies learned in the rehabilitation phase [33,36,37].…”

“…Although there is no consensus among the different investigations [28] regarding the relationship between the level of insight and the possibility of benefiting from rehabilitation [28,29], it seems evident that the awareness of sequelae appears as a very important variable that affects To the motivation and degree of cooperation of the patients in the rehabilitation sessions [30][31][32][33][34][35]. It is considered a necessary prerequisite for the success of the rehabilitation process, medium-long-term maintenance of rehabilitation gains [29] and the application in daily life of compensatory strategies learned in the rehabilitation phase [33,36,37]. Therapeutic games [29,38] have been used to increase participation, provide information, and improve skills in people with disabilities [29,39,40,41] and problem solving [29].…”