MANAGEMENT OF DISCIPLINARY PROBLEMS AND CRISES.pptx

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1. MANAGEMENT OF DISCIPLINARY PROBLEMS AND CRISIS MAJ RESHMA R KUMAR II YR PB BSC (N) COLLEGE OF NURSING CH(CC)LUCKNOW

2. Motivation gets you growing ,but discipline keeps you growing . Discipline refers to the orderly activities by a person in their progress towards the attainment of some goal which either they themselves desire or which someone desires for them.

3. Discipline Is Choosing Between What You Want Now and What You Want the Most Abraham Lincoln

4. DISCIPLINE Discipline refers to a branch of knowledge and the treatment suited to a discipline or learner in education ;development of faculties by instruction ,exercise and training, whether physical ,mental ,or moral Dr Jane Nelson 2002

5. AIMS OF DISCIPLINE To create and maintain desirable condition in the teaching-learning situation and thus to achieve objectives To create favorable attitude towards the establishment and maintenance of condition essential to effective work ,in order to achieve the desired objectives To assist the development of self control and cooperation

6. OBJECTIVES OF DISCIPLINE To obtain a willing acceptance of rules ,regulation and procedures of the organization so that the organization goal can be achieved

7. IMPORTANCE Aim of education can be realized Develops good moral character Enable a person to live happily and successfully in demographic society

8. ASPECTS OF DISCIPLINE Positive Negative

9. POSITIVE ASPECT Take the form of positive support and reinforcement Aim is to help the individual in molding his behavior and developing in a corrective and supportive manner Constructive discipline or self discipline

10. NEGATIVE ASPECT Forces the students to obey orders and function in accordance with set rules They are not told why they are punished Corrective ,punitive or autocratic approach

11. PRINCIPLES OF DISCIPLINE In harmony with the total goals of education Based on and controlled by love and not by fear Positive and constructive Ensure quality of justice to all, respect for individual rights and dignity and a humanitarian treatment of the same

12. PRINCIPLES OF DISCIPLINE Means for successful implementation of the educational program Situation specific disciplinary actions followed by counselling Disciplinary policies and procedures should be primarily preventive ,secondarily corrective and never retributive Relate the act of misconduct to the act of correction (educative)

13. PRINCIPLES OF DISCIPLINE (cont…) Discipline is personal – make talk in private Never allow the disciplinary procedures to interfere with the educational opportunities Serious cases only to be referred further Seek professional help if needed

14. DISCIPLINARY PROBLEMS Absenteeism Late submission of assignment Arrogant behaviour Gossiping Sleeping in the class Showing lack of attention and disinterest in teaching learning activities Violation of laws Cheating in the class

15. APPROACHES TO DISCIPLINE HUMAN RELATION APPROACH Treated as human being His act of discipline are dealt-human values, aspiration, needs, goals , behaviour etc Helped to correct his deviation HUMAN RESOURCES APPROACH Treated as resource His act of indicipline are dealt-failure in development, maintenance and utilization of human resources

16. APPROACHES TO DISCIPLINE GROUP DISCIPLINE APPROACH Group sets the standards for discipline and punishments for the deviation LEADERSHIP APPROACH A superior administers the rules of discipline and guides ,train and control the subordinates regarding rules JUDICIAL APPROACH Cases are dealt on the basis of legislation and court decisions

17. APPROACHES TO DISCIPLINE Traditional Approach Developmental Approach Positive Discipline Approach Self Controlled Discipline Approach Enforced Discipline Approach Constructive Vs Destructive Discipline

18. TRADITIONAL APPROACH Authoritarian discipline Traditional form Authority of old over young Punishment for undesirable behavior

19. DEVELOPMENT APPROACH Children's are viewed as having legitimate needs and positive social motivations but sometimes choose misguided means for satisfying their needs Stress the importance of understanding the reasons behind students misbehavior

20. POSITIVE DISCIPLINE Mutual respect Identifying the belief behind the behaviour Effective communication and problem solving skill Discipline that teaches Focusing on solutions instead of punishments Encouragement

21. SELF CONTROLLED DISCIPLINE Highest level and most effective form of discipline Self discipline is the ability to regulate ones conduct by principle and sound Judgement One align his behaviour with that of the organization’s official code of conduct Get tuned to work at peak performance by this discipline

22. ENFORCED DISCIPLINE Managerial derivative enforces employee to comply with the organization’s rules and regulations Enforced from above

23. CONSTRUCTIVE APPROACH Self discipline Positive discipline Helping to grow

24. DESTRUCTIVE APPROACH Big stick approach Demoralization

25. TEACHING PROCEDURE Teaching learning environment should be clean ,well arranged with aesthetic look and should be free from distracters. Class room should be systematically arranged Teacher should treat the student with dignity and respect Develop and review periodically the rules and consequences with participation of students

26. TEACHING PROCEDURE (cont..) Plan the teaching learning activity Make learning activity attractive ,interesting innovation and enjoyable. Identify the guidance and counseling

27. SUMMARY Definition Aim Objectives Importance Aspects Principles of Discipline Approach Teaching procedure

28. EXCELLENCE is a journey. DISCIPLINE is the vehicle.

29. CRISIS

30. INTRODUCTION Any stressful event or hazardous situation has the potential for precipitating a crises .The event or situation that comes at the end of the series of stressors may be minor making the situation more than the individual can handle. A crises differ from stress in that a crises results in a period of severe disorganization resulting from the failure of individuals usual coping mechanism or lack of usual resources or both

31. DEFINITION A crisis is a state that occurs when a persons emotional equilibrium is upset and customary problem-solving techniques cannot be used to meet the daily problems of living .

32. TYPES Maturational crisis /Developmental crisis/internal crisis Situational crisis Acute crisis Exhaustion crisis

33. MATURATION CRISIS Maturation crisis occur when a person is unable to cope with the natural process of development It occur at the time of transition such as when the first child is born, when a child reaches adolescence

34. SITUATIONAL CRISIS A situational crises is a response t a traumatic event that is usually sudden and unavoidable. Eg : Loss of job Loss of loved one Unwanted pregnancy Divorce School problem

35. ACUTE CRISIS Subjective state of psychological and physical disorganization in which a person experiences a temporary loss of control This is called as panic state

36. EXHAUTION CRISIS In this a person has coped effectively under emergency condition for a long time and reaches a point of exhaustion when all energy and resources have been spent

37. PHASES OF CRISIS FIRST PHASE :Anxiety activate coping. SECOND PHASE : If the coping mechanism fail the person develop more anxiety. THIRD PHASE : Resolution of problem occur. New coping mechanism are tried. FOURTH PHASE : continuation of severe or panic levels of anxiety that may lead to psychological disorganization.

38. EFFECT OF CRISIS Depression Insomnia Chronic physical pain Lack of patience Suicide ideation Self doubt /self confidence issues Unfocused thinking ,poor life decision Poor decision making

39. GOALS OF CRISIS INTERVENTION To decrease emotional stress and protect the crises victim from additional stress To assist the victim in organizing and mobilizing resources or support system to meet unique needs and reach a solution for the particular situation that precipitated the crises

40. AIMS To assist the individual in the recovery from the crises and to prevent serious long term problem

41. PURPOSE To reduce the intensity of an individual’s emotional,mental,physical and behavioural reactions to a crises To help the individual return to their level of functioning before the crisis

42. PRINCIPLES OF CRISIS INTERVENTION Be specific use concise statements and avoid irrelevant question A calm ,controlled presence reassures the client Allow sufficient time Listen for facts and feelings ,seeking clarification

43. CRISIS MANAGEMENT ASSESSMENT PLANNING AND IMPLEMENTATION INTERVENTION EVALUATION

44. ASSESSMENT Collect data about the nature of crises and its effect on patient. Nurse develop a positive working relationship with patient. The areas to be assessed are Precipitating event or stressor Patient perception of event or stressor

45. ASSESSMENT Nature and strength of patient s support system and coping mechanism Patient previous strength and coping

46. PLANNING AND IMPLEMENTATION Restore psychological safety. Provide information Correct mis -attributions Restore and support effective coping Ensure social support

47. INTERVENTION Establish support Offering support/suggestion Developing coping skills and exploration of solution Environmental manipulation Raising self esteem Group work,crisis counselling,telephone counselling

48. EVALUATION Nurse patient evaluate whether the intervention resulted in positive resolution of crises

49. MODALITIES OF CRISIS INTERVENTION Mobile crises programme Group Work Telephone contact Crises counseling Crisis home visit Disaster response Victim out reach programme Health education

50. SUMMARY Definition Types Phases of crises Purpose Management Modalities

51. CONCLUSION Crisis intervention is a specific body of professional knowledge and skills. The aim of crises intervention is to enable a person faced with a crisis to cope with the immediate acute and stressful demands being made by circumstances and to restore normal functioning so that the subject can take up task of seeking a satisfactory resolution to his own crises

52. ANY QUERY