Overcoming Learned Helplessness in Elderly Clients: Skills Training for Service Providers

Priddy, J. Michael; Teitelman, Jodi; Kivlighan, Dennis M.; Fuhrmann, Barbara S.

doi:10.1080/0360127820080509

Cited by 9 publications

(6 citation statements)

References 12 publications

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“…In summary, inservice education for nursing assistants, beyond basic safe practice requirements, has not typically been a high priority in nursing home settings; 11 it is costly to make an extensive commitment to it. The curent mandate for certified paraprofessionals, however, will be followed by demands for more informed more "responsive" 6 care by these bedside attendants.…”

Section: Discussionmentioning

confidence: 99%

“…Generally, it is not clear to what extent nurse aides have been involved in the very few studies of training that includes paraprofessionals. 11,12 One exception has been the success with nursing assistants reported by Chartock and associates. 13 Thus, the means with which nursing assistants could be trained to use behavior management strategies with elderly nursing home residents deserves more careful attention.…”

Section: Introductionmentioning

confidence: 99%

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Behavior Management Training for Nurse Aides: Is it Effective?

Cohn¹,

Horgas²,

Marsiske³

1990

J Gerontol Nurs

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Nursing assistants are responsible for 80% to 90% of all direct resident care in nursing homes, but are the least well trained personnel. Even with currently mandated training, specific skills to meet mental health needs are not taught. Training in behavior management skills prepares aides to observe and respond to problem behaviors more effectively. Aides view their own use of skills as increased by this training. To be practically useful, mental health training programs for nurse aides should be provided by professional personnel in brief, concrete, self-contained units that model the skills they present.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Behavior Management Training for Nurse Aides: Is it Effective?

Cohn¹,

Horgas²,

Marsiske³

1990

J Gerontol Nurs

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“…This status may cost much for the elderly people and result in development of psychological pathologies with horrible consequences (36). Learned helplessness may also affect elderly people's cognitive performance, emotions, motivations, and self-esteem (37) and cause them to experience helplessness, anxiety, depression, lack of power, reduction of life satisfaction and ethics, and alienation (36).…”

Section: Discussionmentioning

confidence: 99%

Psycho-emotional Consequences of Hospitalized Elder Abuse from Older Patients’ Perspective

et al. 2020

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Introduction and Objective:The present study aimed to identify and describe psycho-emotional consequences of hospitalized elder abuse from older patients' views.Methods: An inductive qualitative content analysis research was conducted at various wards of six educational hospitals affiliated to Shiraz University of Medical Sciences. A total of 16 elderly patients aged 60 years and older were selected using purposive sampling and data gathering was done using semi-structured, individual interviews. The data were analyzed using the qualitative content analysis method proposed by Elo and Kyngas (2008). Results:The Psycho-emotional consequences of hospitalized elder abuse were reflected in three main categories, namely feeling of insecurity, aggression, and learned helplessness. Conclusion:Hospitalized elder abuse could be accompanied with immediate Psycho-emotional consequences, such as feeling of insecurity and aggression, as well as persistent and long-term consequences, such as helplessness. Thus, monitoring and training the healthcare staff and raising their awareness regarding consequences of hospitalized elder abuse are necessary to prevent this phenomenon.

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“…In general, these students are extremely positive about themselves and their competencies; it is evident as Weinstein (1979) concluded, however, that such physical changes as dimensional perceptual acuity and memory deficits are a concern to older students. Most of the students tend to have what Priddy, Teitelman, Kiulighan, and Fuhrmann (1982) identified as the "I" power-the ability to tolerate anxiety and take risks, to be honest with themselves, and to discard old and nonproductive ways of thinking (Veri, 1978). These students were enrolled in upper division or graduate courses and have had a previous history of success and, in general, have positive self-esteem, self-confidence, and high achievement motivation.…”

Section: Discussionmentioning

confidence: 99%