Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision		 Previous revision
iemt_self-care_model [2021/10/12 21:11] – [Health deviation self-care requisites] andrewtaustiniemt_self-care_model [2023/03/06 10:11] (current) – Remove socialite tom
Line 1: Line 1:
-===== IEMT Self Care Model =====+{{tag>IEMT}}  
 +===== IEMT Self Care Deficit Model =====
 **Based on the work of Dorothea Orem (1980)** **Based on the work of Dorothea Orem (1980)**
  
-Dorothea Orem developed the self-care deficit nursing theory which quickly became "a grand theory of nursing" that has been widely adopted in the field of health care provision and training. +All IEMT Practitioners are encouraged to study nursing models as good examples of highly developed and tried and tested models of systemised practice. The meta-models are excellent ways of organising and understanding therapeutic work.
  
-It was developed between 1959 and 2001 is also referred to as "Orem's Model of Nursing". It is most commonly implemented in rehabilitation and clinical primary care environments, where the central aim of treatment is to restore patient independence.+Dorothea Orem[(Dorothea_Orem>Dorothea Orem[[https://en.wikipedia.org/wiki/Dorothea_Orem|Wikipedia]])] 
 + developed the self-care deficit nursing theory which quickly became "a grand theory of nursing"[(Nursing_theory>Nursing theory[[https://en.wikipedia.org/wiki/Nursing_theory|Wikipedia]])] 
 + that has been widely adopted in the field of health care provision and training.  
 + 
 +Dorothea Orem was a pioneering nursing theorist who developed an influential nursing care model. Her Theory of Self Care Deficit is one of the most commonly used models, and has had a significant impact on the field of nursing. A prolific author, she wrote two seminal works on the topic: Nursing: Concepts of Practice[(Nursing>Nursing: concepts of practice by Orem, Dorothea E. (Dorothea Elizabeth), 1914-2007; Taylor, Susan G; Renpenning, Kathie McLaughlin [[https://archive.org/details/nursingconceptso00dort|archive.org online library]])], and Nursing Volumes I and II[( :harvard:Orem1985>> 
 +authors   : Dorothea Elizabeth Orem 
 +title     : Nursing: Concepts of Practice 
 +published : 1985 
 +publisher : McGraw-Hill Inc 
 +isbn      : 978-0070475250 
 +url       : https://en.wikipedia.org/wiki/Special:BookSources/978-0070475250 
 +)]. Published in the 1970s and 1980s respectively, these books provided practitioners with practical insight into Orem’s concepts and theories.  
 + 
 +Her work was highly influential, influencing both current practice as well as providing important guidance for future generations of nurses. Orem’s contributions have also been recognized through numerous awards and honors bestowed upon her during her lifetime, acknowledging her monumental impact on healthcare education and research. 
 + 
 +The model was developed between 1959 and 2001 is also referred to as "Orem's Model of Nursing". It is most commonly implemented in rehabilitation and clinical primary care environments, where the central aim of treatment is to restore patient independence.
  
 Dorothea Orem’s Self-Care Deficit Theory defined //Nursing// as “//The act of assisting others in the provision and management of self-care to maintain or improve human functioning at the home level of effectiveness//.” It focuses on each individual’s ability to perform self-care, defined as //“the practice of activities that individuals initiate and perform on their own behalf in maintaining life, health, and well-being//.” Dorothea Orem’s Self-Care Deficit Theory defined //Nursing// as “//The act of assisting others in the provision and management of self-care to maintain or improve human functioning at the home level of effectiveness//.” It focuses on each individual’s ability to perform self-care, defined as //“the practice of activities that individuals initiate and perform on their own behalf in maintaining life, health, and well-being//.”
  
 When considering the model of IEMT and its role in the field of brief therapy it is clear that this definition is not restricted to just that of the delivery of nursing care. This model is most applicable when considering the chronic or dependent client with complex emotional, psychological, behavioural and psychiatric needs. When considering the model of IEMT and its role in the field of brief therapy it is clear that this definition is not restricted to just that of the delivery of nursing care. This model is most applicable when considering the chronic or dependent client with complex emotional, psychological, behavioural and psychiatric needs.
 +{{:basic_conditioning_factors_1_.png|}}
  
 ==== Central philosophy ==== ==== Central philosophy ====
Line 15: Line 31:
 The central aspect of Orem's model is that all patients wish to care for themselves and dependency is desired by very few. Dependent and incapacitated individuals may recover more quickly when encouraged and permitted to perform their own self-care to the best of their ability and within the limits of their capacity.  The central aspect of Orem's model is that all patients wish to care for themselves and dependency is desired by very few. Dependent and incapacitated individuals may recover more quickly when encouraged and permitted to perform their own self-care to the best of their ability and within the limits of their capacity. 
  
-The self-care model is the very antithesis of the "total care" concept of institutionalization outlined and described by Irving Goffman et al.+The self-care model is the very antithesis of the "total care" concept of the institutionalization outlined and described by Irving Goffman et al.
  
 As a brief therapy, Integral Eye Movement Therapy (IEMT) can be taught as a self-care model where the client learns to self-apply the core principles of treatment via therapeutic remedial and generative change. As a brief therapy, Integral Eye Movement Therapy (IEMT) can be taught as a self-care model where the client learns to self-apply the core principles of treatment via therapeutic remedial and generative change.
Line 63: Line 79:
 Developmental self-care requisites are “//either specialized expressions of universal self-care requisites that have been particularized for developmental processes or they are new requisites derived from a condition or associated with an event.//” Developmental self-care requisites are “//either specialized expressions of universal self-care requisites that have been particularized for developmental processes or they are new requisites derived from a condition or associated with an event.//”
  
-//**examples needed**//+The developmental self-care requisites of the Orem Model refer to the needs that are specific to a particular stage of development. These needs vary throughout the lifespan and are important for maintaining health and well-being. Here are some examples of developmental self-care requisites: 
 + 
 +  *     The need for a safe and stimulating environment to promote learning and development in childhood 
 +  *     The need for social interaction and emotional support to promote healthy relationships in adolescence 
 +  *     The need for vocational guidance and education to develop skills and achieve career goals in early adulthood 
 +  *     The need for a supportive and safe environment to manage stress and anxiety, which can include therapy, support groups, or other forms of social support 
 +  *     The need for self-compassion and self-care practices to improve self-esteem and self-worth, which can be especially important for individuals struggling with depression or other mood disorders 
 +  *     The need for education and resources to develop coping skills and manage symptoms of mental illness, such as cognitive-behavioral therapy, mindfulness practices, or medication management 
 ==== Health deviation self-care requisites ==== ==== Health deviation self-care requisites ====
  
Line 71: Line 95:
   * Being aware of, and attending to, the effects and results of pathologic conditions and states.   * Being aware of, and attending to, the effects and results of pathologic conditions and states.
   * Effectively carrying out medically prescribed diagnostic, therapeutic, and rehabilitative measures.   * Effectively carrying out medically prescribed diagnostic, therapeutic, and rehabilitative measures.
-  * Being aware of, and attending to, or regulating the discomforting or deleterious effects of prescribed medical measures.+  * Being aware of, and attending to, or regulating the discomforting or deleterious effects of treatment processes and measures.
   * Modifying the self-concept (and self-image) in accepting oneself as being in a particular state of health and in need of specific forms of health care.   * Modifying the self-concept (and self-image) in accepting oneself as being in a particular state of health and in need of specific forms of health care.
   * Learning to live with the effects of pathologic conditions and states as well as the effects of medical diagnostic and treatment measures in a lifestyle that promotes continued personal development.   * Learning to live with the effects of pathologic conditions and states as well as the effects of medical diagnostic and treatment measures in a lifestyle that promotes continued personal development.
 +
 +//__examples needed__//
 +
  
  
Line 81: Line 108:
 **Phase 1.** The trained therapist assesses the client and delivers intervention to compensate for the deficits. **Phase 1.** The trained therapist assesses the client and delivers intervention to compensate for the deficits.
  
-**Phase 2.** Following psycho-education, the client begins to improve the quality of self-care within their capabilities with active support, encouragement and intervention for the therapist as required.+**Phase 2.** Following psycho-education, the client begins to improve the quality of self-care within their capabilities with active support, encouragement, and intervention for the therapist as required.
  
 **Phase 3.** The client has greater involvement in directing both self-care and the assistance and professional interventions and support required. **Phase 3.** The client has greater involvement in directing both self-care and the assistance and professional interventions and support required.
Line 89: Line 116:
 {{:therapeutic_action.png?700}} {{:therapeutic_action.png?700}}
  
 +For the IEMT Practitioner, these phases involve, but are not limited to, the following:
 +
 +**Phase 1. Wholly Compensatory System**
 +Via the Kinaesthetic Pattern ("K-Pattern") the practitioner addresses and depotentiates the strong negativistic emotions, alleviating the client's immediate distresses and endogenous stresses. Where necessary, other agencies are involved via referral in the initial treatment and support of the client in crisis. The client is taught to self-apply the K-pattern to problematic emotions and memories.
 +
 +**Phase 2. Partial Compensatory System** 
 +Further intervention takes place using the IEMT Identity Patterns. The client is encouraged to self-apply IEMT processes for remedial change to problematic emotions. 
 +
 +**Phase 3.** 
 +Generative change is introduced via the identity modules and the client is taught how to explore these aspects themselves. "Homework" via tasking is set.
 +
 +**Phase 4.** 
 +The client is now able, //and expected by the practitioner//, to self-apply and self-treat problematic emotions and further explore issues of identity themselves.
 +
 +===== See also =====
 +
 +  * [[nursing_models|Additional nursing models]]
 +  * [[orders_of_adaptation|]]
 +  * [[orders_of_change|]]
 +
 + 
  • Last modified: 2021/10/12 20:11
  • (external edit)