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At Kiskunhalas Semmelweis Hospital, a special mobile container hospital was set up to care for patients infected with SARS-CoV-2 during the first wave of the pandemic.
Objectives
We aimed to create a proactive integrated mental health protection system for the frontline healthcare workers that provides an opportunity for psychophysiological monitoring of stress and crisis during shifts, as well as providing staff with more lasting methods of coping with difficulties.
Methods
From the ascending branch of the second wave, every two weeks on the workers’ rest day, mental helpers initiated a phone call to each employee participating in the program. If it was necessary, we provided psychological counseling, crisis intervention, brief psychotherapy, and psychopharmacotherapy. In addition, self-operated psychophysiological screening devices were used at the frontline work site, which provided an opportunity for continuous telemedicine monitoring.
Results
In our department, three psychologists and three psychiatrists kept in touch with an average of 150 frontline workers per month. Interventions were needed for a total of over 24% in December and January, over 17% in February and March, almost 9% in April, and only 4% in May. Helpers rated an average of two-thirds of these cases as moderate. They faced severe stress 2-3 times a month in sum, and for 2-3 workers needed medication.
Conclusions
Without a mental support system, self-report-based data suggest that nearly half of responders working at the frontline reached the threshold of clinically significant mental syndromes (Greenberg et al, 2021). Using our mental health support system, one-fifth of the workers needed intervention.
Chapter 6 makes recommendations for the design of a whole-school behavioural approach that is capable of supporting inclusive classroom management. It highlights core aspects of quality behaviour-management strategies used in inclusive classrooms, particularly noting differences between preventative and corrective strategies as indicative of proactive (connecting) and reactive (controlling) management approaches. A discussion of behavioural differentiation as a means of parsing the control–connect continuum is presented and specific management strategies are highlighted; you will be able to identify how different strategies can be used to obtain differential management outcomes, and again be led to think about your own management style. In addition, the basics of effective behavioural interventions are presented in the form of ABC analysis and functional behavioural assessment, to provide a clear understanding of how to manage more difficult or demanding situations. Specific strategies are also highlighted to encourage you to distinguish your management style in relation to the control–connect continuum. The chapter further examines the school-wide positive-behaviour support system, as well as the use of goal-directed instruction and school-required corrective strategies.
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