Name: Tracy |
DOB: |
Age: 30 years |
UR: ------ |
Allergies: Nill |
|
Address: ------ |
Goal: To implement relationship building approaches for the management of autism spectrum disorder (ASD) in the patient, Tracy. |
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S - Specific |
The patient should build socialization skills through engaging with members of the society |
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M - Measurable |
The goal should be time bound and should be accomplished with the given timeframes (3 month) |
|||||
A - Attainable/Achievable |
The goal is attainable when it is divided within weekly activities associated with socialization and relationship building |
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R - Relevant/Realistic |
The expected time for the completion of the goal is 3 months, so this goal will be divided into the specific micromanagement tasks. |
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T - Timebound |
The expected time for the completion of the goal is 3 months, so this goal will be divided into the specific micromanagement tasks. |
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Objective: To implement group-based social skills therapies to address the complex notion of social cognition in adolescents with ASD |
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Strategies |
Activities |
Timeframes |
Person/s responsible |
Resources Required |
Measures of success |
|
Strategy 1 |
Planning introduction games for the socializing with the group members |
1.5 month |
During the introduction game, each member of the group says their name and then performs a gesture, like a bow or two-foot taps. The other participants then reiterate the deed and the person's name. This continues until each person has taken a turn, either by adding names and acts one after the other or not. |
An open space such as park or conference room |
The success of introduction game is measured by the number of people socializing with the patient, Tracy |
|
Strategy 2 |
Group-based bond establishment therapy |
1.5 month |
Groups members and therapist’s staff and members |
An open space such as park or conference room |
The success of introduction game is measured by the number of people getting emotionally connected with Tracy |
|
Rationale: Together with assisting clients in overcoming their mental health obstacles, group therapy is an excellent means of fostering client connections. Anxiety, depression, substance misuse, addiction, grieving, and more can all be treated with group therapy. In order to promote relationships and shared experiences, they are usually set up in groups of five to fifteen people, and they frequently include weekly sessions with discussions and activities. We acknowledge that, on sometimes, it may be challenging to select and organise counselling group treatment activities that encourage participation, conversation, and enjoyment (Smolkowski et al., 2022). |
Goal: To implement behavioural therapy approaches for the management of autism spectrum disorder (ASD) in the patient, Tracy. |
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S - Specific |
The patient undergoes behavioural modulation & socialization skills through engaging with members of the society |
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M - Measurable |
The goal should be time bound and should be accomplished with the given timeframes (3 month) |
|||||
A - Attainable/Achievable |
The goal is attainable when it is divided within weekly activities associated with behavioural and cognitive therapy |
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R - Relevant/Realistic |
With the approaches, patient’s communication, verbal and cognitive behaviour is expected to be improved. Moreover, it can help to remove stress |
|||||
T - Timebound |
The expected time for the completion of the goal is 3 months, so this goal will be divided into the specific micromanagement tasks. |
|||||
Objective: To implement behavioural therapies-based task to address the complex notion of social cognition in adolescents with ASD |
||||||
Strategies |
Activities |
Timeframes |
Person/s responsible |
Resources Required |
Measures of success |
|
Strategy 1 |
Positive activities for the behavioural interventions |
1.5 month |
Worksheets and online resources for positive thoughts implementation |
Internet and laptop to resolve the questionnaire. Worksheet to solve positive thought questionnaire |
The measure of success is implemented by measuring the changes in the behavioural interventions of the patient, Tracy |
|
Strategy 2 |
Group-based bond therapy |
1.5 month |
Groups members and therapist’s staff and members |
An open space such as park or conference room |
The success of introduction game is measured by the number of people getting emotionally connected with Tracy |
|
Rationale: |
Name: Barbara |
DOB: |
Age: 68 years |
UR: |
Allergies: |
|
Address: |
Goal: To implement non-therapeutic approaches for the management of dysarthria in the patient, Barbara |
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S - Specific |
The patient undergoes exercise based skills through engaging with members of the society |
|||||
M - Measurable |
The goal should be time bound and should be accomplished with the given timeframes (3 month) |
|||||
A - Attainable/Achievable |
The goal is attainable when it is divided within weekly activities associated with exercise therapy |
|||||
R - Relevant/Realistic |
The expected time for the completion of the goal is 3 months, so this goal will be divided into the specific micromanagement tasks. |
|||||
T - Timebound |
The expected time for the completion of the goal is 3 months, so this goal will be divided into the specific micromanagement tasks. |
|||||
Objective: To implement exercise-based intervention for the management of dysarthria in the patient, Barbara |
||||||
Strategies |
Activities |
Timeframes |
Person/s responsible |
Resources Required |
Measures of success |
|
Strategy 1 |
Group based exercise therapy |
2 months |
Physiotherapists or gym instructors |
Exercise or gym area |
These implemented by measuring the changes in the muscular atropy of the patient, Barbara |
|
Strategy 2 |
Community based program |
1 month |
Health care instructors |
Community hall or park for the management of community-based program |
These implemented by measuring the changes in the muscular pain of the patient, Barbara |
|
Rationale: Dysarthria is a neuromotor condition characterised by impairments in the speed, strength, accuracy, range, tone, or length required for speech control. The disease is distinguished by reduced speech intelligibility. The spoken language's content is preserved, allowing the patient to write and comprehend both spoken and written language (Im et al., 2022). |
Goal: To implement management approaches for the acute intracranial haemorrhage in the patient, Barbara |
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S - Specific |
The patient undergoes therapeutic intervention through engaging with health care professional |
|||||
M - Measurable |
The goal should be time bound and should be accomplished with the given timeframes (3 month) |
|||||
A - Attainable/Achievable |
The goal is attainable when it is divided within weekly activities associated with pharmaceutical interventions |
|||||
R - Relevant/Realistic |
The expected time for the completion of the goal is 3 months, so this goal will be divided into the specific micromanagement tasks. |
|||||
T - Timebound |
The expected time for the completion of the goal is 3 months, so this goal will be divided into the specific micromanagement tasks. |
|||||
Objective: To implement surgical and pharmaceutical approaches for acute intracranial haemorrhage in the patient, Barbara |
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Strategies |
Activities |
Timeframes |
Person/s responsible |
Resources Required |
Measures of success |
|
Strategy 1 |
Pharmaceutical based interventions |
2 months |
Health care professional |
Medicines and resources to implement the medicine |
Through lower or reduced dose of medicines |
|
Strategy 2 |
Clot removal surgery |
2 months |
Surgeon and doctors |
Surgical rooms and its associated requirements |
Successful removal of the symptoms |
|
Rationale: Half of all disability-adjusted life years lost due to stroke are related to intracerebral haemorrhage (ICH). Acute stroke care pathways result in the fast detection of ICH, but its acute management might be difficult because no single treatment has been proved definitively to enhance its outcome. Despite this, acute stroke unit care improves outcome after ICH, patients benefit from interventions to prevent complications, acute blood pressure lowering appears safe and may have a minor benefit, and implementing a bundle of high-quality acute care is associated with a higher chance of survival (Tseng et al., 2020). |
Im, Y. J., Choi, J., Kim, Y. H., & Chang, W. H. (2022). Transient Anarthria in a Patient With Non-Dominant Hemispheric Lesion: A Case Report. Brain & NeuroRehabilitation, 15(1), e8. https://doi.org/10.12786/bn.2022.15.e8
Smolkowski, K., Walker, H., Marquez, B., Kosty, D., Vincent, C., Black, C., ... & Strycker, L. A. (2022). Evaluation of a social skills program for early elementary students: We Have Skills. Journal of Research on Educational Effectiveness, 15(4), 717-747. https://doi.org/10.1080/19345747.2022.2037798
Rajsp, A., Horng-Jyh, P. W., Beranic, T., & Hericko, M. (2018). Impact of an introductory ERP simulation game on the students’ perception of SAP usability. In Learning Technology for Education Challenges: 7th International Workshop, LTEC 2018, Žilina, Slovakia, August 6–10, 2018, Proceedings 7 (pp. 48-58). Springer International Publishing. https://doi.org/10.1007/978-3-319-95522-3_5
Tseng, A., Biagianti, B., Francis, S. M., Conelea, C. A., & Jacob, S. (2020). Social Cognitive Interventions for Adolescents with Autism Spectrum Disorders: A Systematic Review. Journal of affective disorders, 274, 199–204. https://doi.org/10.1016/j.jad.2020.05.134
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