| Pubbl/distr/stampa |
Springer : , : Cham, , [2022]
|
| Descrizione fisica |
1 online resource (345 pages)
|
| Disciplina |
617.60019
|
| Collana |
Textbooks in contemporary dentistry
|
| Soggetto topico |
Dentist and patient
Dentistry - Psychological aspects
Dentistry
|
| ISBN |
3-031-04248-4
|
| Formato |
Materiale a stampa  |
| Livello bibliografico |
Monografia |
| Lingua di pubblicazione |
eng
|
| Nota di contenuto |
Intro -- Foreword -- Preface -- Contents -- Contributors -- I: Basic Oral Health Psychology -- 1: Basic Oral Health-Related Psychology -- 1.1 Introduction -- 1.2 The Bio-psychosocial Model of Disease and Health -- 1.3 Self-Identity: Who Are We? -- 1.4 Relationship Between Behaviour, Thoughts, and Feelings -- 1.5 Thoughts: Fast and Slow Thinking -- Box -- 1.6 Basic Information Collection and Processing -- 1.7 Perception -- Box -- Box -- 1.8 Attention and Memory -- 1.9 Emotions -- 1.10 Emotions and Stress -- 1.11 Information Processing in the Clinical Context -- 1.12 Application of Psychological Theory in Oral Health Care -- 1.13 Practical Approaches -- Box -- 1.14 Development of Metacognitive Skills: Mindware -- 1.15 Emotional Competence -- References -- 2: The Importance of Trauma-Sensitive Care -- 2.1 Introduction -- 2.2 Why Is Trauma-Sensitive Dentistry Important? -- 2.3 Trauma-Sensitive Dentists Treat More Than Just Teeth -- 2.4 Trauma-Sensitive Approach: Responsiveness to an Unspoken Life Story -- 2.5 The Theoretical Basis for a Trauma-Sensitive Approach -- 2.5.1 Development of the Trauma Field: In Short -- 2.5.2 Comorbidity -- 2.6 What Is a Trauma? -- 2.7 How Does Dissociation Appear in the Dentist's Office? -- 2.8 The Triune Brain and Reactions to Danger -- 2.9 Why "The Window of Tolerance" Is a Useful Model for Regulation of Emotions -- References -- 3: Pain -- 3.1 Introduction -- 3.2 Pain: A Complex Phenomenon -- Pain -- 3.2.1 Nociceptive, Neuropathic, and Nociplastic Pain -- 3.2.2 Acute vs. Persistent Pain -- 3.2.3 Chronic or Persistent Pain? -- 3.3 The Physiology of Pain -- 3.3.1 Basic Neurophysiology -- 3.3.2 Light Stimulation May Relieve Pain -- 3.3.3 Central Regulation of Pain -- 3.3.4 Referred Pain -- 3.4 Orofacial Pain -- 3.4.1 Pain from Teeth and Surrounding Tissues -- Case Study.
3.4.2 Pain from Other Locations -- 3.4.3 Dental Treatment and Pain -- 3.5 Psychosocial Factors -- 3.5.1 Anamnestic Issues -- 3.5.2 Social Context -- 3.5.3 Interaction with Family -- 3.5.4 Pain and Cognitions -- 3.5.5 Emotional Factors, Psychological Problems, and Comorbidity -- 3.6 Treatment and Relief of Pain -- 3.7 Psychological Strategies for Relieving Pain -- 3.7.1 Expectations -- 3.7.2 Control vs. Catastrophizing -- 3.7.3 Relaxation -- 3.7.4 Distraction -- 3.8 Case Study -- 3.8.1 Overall Treatment Goals -- 3.8.2 Dental Treatment -- Box -- References -- 4: The Importance of a Safe Relationship with Dental Patients -- 4.1 What Is a Relationship? -- 4.2 The Importance of the Relationship in Patient Care -- 4.3 What Is a Good Relationship? -- 4.3.1 Authenticity -- 4.3.2 Unconditional Positive Acceptance -- 4.3.3 Empathy -- 4.3.4 "NURSE" -- 4.3.4.1 Name It -- 4.3.4.2 Understand It -- 4.3.4.3 Respect It -- 4.3.4.4 Support It -- 4.3.4.5 Explore It -- 4.4 Challenges in Relationship Building -- 4.5 The Attachment Perspective in Patient Treatment -- 4.5.1 Secure Attachment -- 4.5.2 Anxious-Ambivalent Attachment -- 4.5.3 Avoidant Attachment -- 4.5.4 Disorganized Attachment -- 4.6 Meeting Attachment Styles in Adult Dentistry -- 4.7 Transference and Countertransference -- 4.8 Developing Professionalism -- 4.9 Rupture and Repair: How to Repair When the Alliance Is Ruptured -- Case Study -- References -- 5: Oral Health Literacy -- 5.1 Oral Health Information -- 5.1.1 What Is Health Literacy? -- 5.1.2 The Prevalence of Low Health Literacy -- 5.1.3 Case Presentation: A Person with Low Oral Health Literacy -- 5.2 A Modern Oral Health Model -- Box (. Fig. 5.1) -- 5.2.1 Global Oral Health -- 5.2.2 Patient Participation -- 5.3 Oral Health Literacy -- Box -- 5.3.1 Factors Related to Low Health Literacy.
5.3.2 Oral Health Literacy in a Clinical Context -- Box -- 5.3.3 What Can Oral Health Professionals Do? -- 5.3.4 Strategies Aimed at Low Oral Health Literacy Patients -- Box -- 5.3.5 A Model of Oral Health Literacy as a Risk -- References -- 6: Communication in Dentistry: The Four Habits Model -- 6.1 Why Is Learning Communication Skills Important? -- Box -- 6.1.1 Patient-Centred Communication -- 6.1.2 Basic Principles of Dentist-Patient Communication -- Box -- 6.1.3 Autonomy and Informed Consent -- 6.1.4 A Good Situation for History-Taking -- 6.1.5 Attentive Presence -- 6.1.6 The Professional Interview -- 6.2 Communication Skills -- 6.2.1 Verbal Communication Skills -- 6.2.2 Exploratory and Relationship-Building Skills -- 6.2.2.1 Open-Ended Questions -- 6.2.2.2 Active Listening -- 6.2.2.3 Reflecting -- 6.2.3 Giving the Patient Perception of Control -- 6.2.3.1 Start Control -- 6.2.3.2 Stop Control -- 6.2.4 Structuring Skills -- 6.2.4.1 Closed Questions -- 6.2.4.2 Transitions -- 6.3 "The Four Habits": A Basic Toolbox of Communication Skills -- 6.3.1 Habit I: Invest in the Beginning -- 6.3.1.1 Create Rapport Quickly -- 6.3.1.2 Elicit the Patient's Concerns -- 6.3.1.3 Plan the Visit with the Patient -- 6.3.2 Habit II: Elicit the Patient's Perspective -- 6.3.2.1 Ask for the Patient's Ideas -- 6.3.3 Habit III: Demonstrate Empathy -- 6.3.4 Habit IV: Invest in the End -- 6.4 Structuring the Dental Visit and Implementation of the Four Habits (Illustrated by Verbal Examples) -- 6.4.1 The Pre-clinical Interview Phase -- 6.4.2 Closing the Pre-clinical Interview and Transition to Clinical Phase -- 6.4.3 The Clinical Examination Phase -- 6.4.4 The Shared Decision-Making Phase -- 6.4.5 Clinical Treatment Phase -- 6.4.6 End of Visit Phase -- References -- 7: Behaviour Change for Oral Health -- 7.1 Introduction.
7.2 Dental Health Care and Habits -- 7.3 Intentional Behaviour Change -- 7.3.1 Becoming Motivated -- Box 7.1 -- 7.3.2 Decision-Making -- 7.3.2.1 Exploring Decision-Making in Dental Consultations -- 7.3.3 Implementing and Maintaining Behaviour -- 7.3.3.1 Knowing What to Do and Having the Skills -- 7.3.3.2 Carrying Out and Maintaining Healthy Behaviours -- 7.3.3.3 Put Dental Health on the Schedule of Daily Activities -- 7.3.3.4 Visual Reminders -- 7.3.3.5 Refresh Motivation -- 7.3.3.6 Renew One's Decision and Use Self-Instructions -- 7.3.3.7 Positive Reinforcement: Crediting the Effort -- 7.3.3.8 Overcoming Dips in Motivation and Self-Sabotaging Thoughts -- 7.3.3.9 Mental Rehearsing: Using Visualisation and Imagery -- 7.4 Structuring Discussions About Oral Health -- 7.4.1 Balancing Expert Information and Eliciting the Patient's Existing Resources -- 7.4.1.1 Increasing the Patient's Active Participation in Dental Care -- 7.4.1.2 Cooperation and Avoiding Discord Between the Dental Health Professional and the Patient -- Box 7.2 -- 7.4.1.3 Four Steps for Structuring Dental Consultations -- References -- Additional References -- 8: Self-Determination Theory - Autonomy Support and Improving Oral Health -- 8.1 Introduction to Self-Determination Theory (SDT) -- Box -- Box -- 8.1.1 Ethical Considerations Using Autonomy -- Box -- 8.1.2 Autonomy and Self-Regulation -- 8.2 Basic Psychological Needs (BPN) -- Box -- 8.2.1 The Need for Autonomy and Self-Determination -- 8.2.2 The Need for Competence and Mastery -- 8.2.3 The Need for Relatedness and Belonging -- 8.2.4 Need Thwarting - Need Frustration -- Examples When Patients Feel Their Needs Thwarted -- 8.3 Guidelines for Autonomy Support -- 8.3.1 Autonomy Support -- 8.3.2 Autonomy - Guiding to Choice Rather Than Control -- Box -- Box -- Box.
8.3.3 Competence - Providing Meaningful Rationales and Explaining Purposes -- Box -- 8.3.4 Relatedness - Acknowledging the Patient's Feelings and Perspectives -- 8.4 Internalisation Process -- 8.4.1 Amotivation -- 8.4.2 Four Different Types of Extrinsic Motivation -- 8.4.2.1 External Regulation -- 8.4.2.2 Introjected Regulation -- 8.4.2.3 Identified Regulation -- 8.4.2.4 Integrated Regulation -- 8.4.3 Intrinsic Motivation -- 8.5 Self-Determination Theory and Dental Health Research -- References -- II: Children -- 9: Positive Encounters for Children to Prevent Dental Anxiety - Theory and Practice -- 9.1 Understanding Child Development -- 9.1.1 Overview -- 9.1.2 Social Development -- 9.1.2.1 Attachment Theory -- 9.1.3 Emotional Development -- 9.1.3.1 Circle of Security -- 9.1.3.2 Attachment in Action at the Dental Clinic -- Case Study -- 9.1.3.3 Temperament -- Case Studies -- 9.1.3.4 Developmental-Supported Treatment -- 9.2 Preparing for a "Successful" Dental Visit -- 9.2.1 Pre-school Children (2-5 Years) -- Case Study -- 9.3 Top Tips for Managing Pre-school Children -- Case Example of "Tell-Show-Do" -- 9.3.1 Primary School-Aged Children (6-12 Years) -- Case Scenario -- 9.4 Top Tips for Managing Primary School-Aged Children -- 9.4.1 Adolescents (13-18 Year-Olds) -- Case Study -- 9.5 Top Tips for Managing Teenagers -- 9.6 Dental Anxiety: Understanding the Anxious Child -- 9.6.1 Background to Child Dental Anxiety -- 9.6.2 Children's Experiences of Dental Anxiety -- 9.7 Cognitive Behavioural Therapy -- 9.7.1 What Is It and How Does It Work? -- 9.7.2 CBT for Children in the Dental Setting -- Case Study -- 9.7.3 Using the "Your teeth, you are in control" Intervention -- References -- 10: Family Violence and Child Maltreatment -- 10.1 Child Maltreatment -- 10.1.1 Rights of the Child -- 10.1.2 Types of Child Maltreatment.
10.1.3 Safeguarding and Protecting Children.
|
| Record Nr. | UNINA-9910616202803321 |
Info
2: Chernobyl / editors Alexei Konoplev, Kenji Kato, Stepan N. Kalmykov
