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problem-solving , emotional expression and ultimately resilience .
However , many people in our community cannot access any of
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At the same time , we need to acknowledge our own needs and our own trauma . We share the community with our patients . It is under- |
the GP begins to explain the situation Li Ming starts crying . The GP explains that this is a mild condition and it will go away with treat- |
Table 2 . Examples of meaning-focused coping strategies for different populations
Children Adolescents Aged care
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these strategies . Our patients in nursing homes have little distraction , connection or sense of self-efficacy . Neither do our homeless patients , or our patients with significant chronic physical and mental illnesses . These are our most vulnerable patients , and they will need the primary care teams to meet some of those gaps if they are to survive this difficult time .
Some patients have already absorbed a lifetime of trauma and have little capacity left to cope . They need additional support , and may be so busy coping with day-to-day problems , that it is impossible to step back and plan healthier ways of coping .
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standable that there are times when we need to acknowledge how vulnerable and frightened we are , and when our coping resources are saturated , to seek our own supports . Lazarus ’ coping theory is the best day by day guideline we have to help ourselves , our teams and our patients survive during uncertain times . |
CASE STUDIES
Case study one
LI MING presents to the GP with
her son Leo . Leo is four years old and has a history of severe eczema . Today , he has an URTI and a wheeze and Li Ming is very worried . The GP diagnoses viral induced asthma . As
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ment , but she does not seem to hear the GP , and gets more and more distressed .
The GP eventually asks her what she knows about asthma , and she explains that her younger brother died from asthma in infancy . The GP explains firstly that asthma in Australia is very common and there are good treatments available , second , Leo has mild symptoms that are very treatable and should go away soon and third , that if Leo develops wheeze again it can be managed with simple medication .
When Li Ming is shown a salbutamol inhaler , the GP asks if she saw one used with her brother . PAGE 27
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Distraction
Connection
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Activities with support staff like play therapists and clown doctors Arts and crafts activities Games with friends and family Construction toys Outdoor play Appropriate online activities
Visiting friends and family Engagement with online communities ( eg , multiplayer games ) Support groups with similar children ( eg , Canteen ) Close physical contact ( hugs and cuddles ) Animal therapy
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Individual activities like reading , online games , film Constructive activities like art , crafts , modelling Watching sport , TV programs Social media Going out with friends
Visiting friends and family Engagement with online communities Support groups with similar children ( eg , Canteen ) Animal therapy Where possible , inclusion in school activities Shopping , movies , sport spectating with friends
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Individual activities like reading , online games , film , sport Constructive activities like art , crafts , gardening Days out Graded exercise programs
Visiting friends and family Joining in with groups with similar interests , eg , men ’ s sheds , craft groups Watching / joining in with activities with grandchildren
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Self-efficacy |
Appropriate education around the illness , using stories Engagement in school activities ( either with existing school or hospital school , see figure 11 ) |
Appropriate education around their illness school / university engagement Some online games Learning a new skill Rehabilitation |
Volunteering Engaging where possible with existing interests and hobbies Learning a new skill Teaching a skill to others |