Relating Critical Incident To Communication Theory And Knowledge Nursing Essay

Relating Critical Incident To Communication Theory And Knowledge Nursing Essay The aim of this report is to look at a critical incident that occurred in placement and relate this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice Reflection is part of reflective practice and a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001).  This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. The incident that was chosen was so for the reasons that the situation made the student aware of inadequacies on his own part and those of the staff on the team, which made him reflect upon the situation and how this could be learned from, so as not to make the same mistake again. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008).    MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice, there are several models of reflection available. All can help to direct individual reflection. Reflective models, however, are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) model reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Another model, Schon (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance future practice. Terry Bortons (1970) 3 stem questions:  What?,  So What?  and  Now What?  were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an  experiential learning cycle, and added trigger questions that can be used to complete the cycle. However, Driscoll (2006) notes that reflective practice is often represented as a choice for health professionals, whether to be reflective or not to be, about their clinical practice. Finally, Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what one would do if the situation arose again. In spite of all these models advantages, there are known barriers which prevent practitioners being able to reflect effectively and time plays a huge role. Smyth (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are involved in. CHOSEN MODEL In this report, I have chosen to use Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance and I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident; and consists of six stages to complete one cycle. Its cyclical nature starts with a description of the situation. This includes e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing. Next is to analysis of the feelings that is, trying to recall and explore those things that were going on inside your head? The third stage is an evaluation of the experience; making a judgement regarding the reasons behind the event and its possible consequences. The fourth stage is an analysis to make sense of the experience. At this stage the event is broken down into its component parts so they can be explored separately. The fifth stage is a conclusion of what else could I have done; the creation of insight through the reflective process towards individual roles within the event being considered. And final stage is an action plan to prepare if the situation arose again. That is, recognitions leading towards behavioural adjustments where faced with similar events in the future (NHS, 2006). The use of this model represents a fundamental shift from the ideas of Kolb in that Gibbs model specifically refers to the key processes within reflection itself, rather than as reflection as a process within general learning. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). The experience gained in this can then be used to deal with other situations in a professional manner. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Context of incident In the scenario the patients name will be given as Xst.   Ã‚  The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered.   I will finally reflect on what actions I will take in order to ensure my continued professional development and learning.    Xst is 55 year old woman who has a 10 year old daughter.   She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care under supervision. Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008).   Ã‚   Description Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I was asked to call a meeting of the multi-disciplinary team (MDT) who, at the meeting agreed that there would be a problem if the next injections were missed. At the next clinic, we waited for about an hour but she failed to attend. At a subsequent meeting with the patient, she agreed a joint visit with the CPN, my mentor and me to re-assess her condition and consider if it was necessary to   Ã‚  refer her case to the Consultant. I was given the opportunity to participate in the assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well and indeed, had no insight into her illness and was in denial (Barker, 2004). However, the patient had been very upset because of the lack of communication and interpersonal skills that the staff and the student had displayed. I talked to Xst about her non-concordance with her medication, whilst stroking her hand but she persisted in saying she was well.   I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse.   We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Xst or could cause her readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members.   However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Xst failure to comply with the treatment regime.   From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008).   The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt.   What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it.   I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine.   During the first MDT meeting, I felt that we did not provide enough time to freely interact with Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources.      Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the author was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. The behaviour of the person listening to the person who is talking is important during the interpersonal process (Burnard, 1992).The author used touch to convey support, genuineness and empathy, which is essential for the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). Carl Rogers (1967, cited by Betts, 2002, in Kenworthy et al, 2002) recommended three principal conditions necessary for effective counseling: empathic understanding, congruence or genuineness and unconditional positive regard. The terms genuineness and congruence ar e used interchangeably and used to describe the helper always being real in the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). I found it difficult to communicate with the patient initially because I did not understand her condition (  Adams,2008). It was also difficult for me not to take her behaviour to heart and show emotion at the time and thought this to be a failure. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient, the principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001).   All these transactions were recorded in Xsts care plan file and on computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009).   The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnight ly visits to the clinic. Her mental condition was improved. She was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. However, Bulman Schutz (2008) argue that this failure is to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care.     Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems.  Whilst talking I attempted to use Egans SOLER (Egan, 1990, cited in Burnard, 1992).The SOLER acronym is an aid to identifying and remembering the behaviours that should be implemented in order to promote effective listening (Burnard, 1992). I Sat facing Xst; assumed an Open posture; Leaned towards Xst slightly (in order to express interest); maintained Eye contact and attempted to appear Relaxed, as advised by Egan. During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions. My mentor explained that a patient with schizophrenia can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about schizophrenia and I am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion   In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity.  Therefore, nurses must ensure they are effective communicators.   I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Xst I have realised that a good background information and feedback about mental health problems before providing care to clients can assist in accurate diagnosis and progress monitoring.  Ã‚   A good relationship between client and staff nurse is therapeutic and help in building trust.   This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation.   From the experience, I feel the knowledge I have acquired will aid me in future practice should such situation arise again. Action Plan So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need To improve my knowledge about patients illnesses and the risks of relapse associated with not taking medication. To identify and have good background information and feedback about patients mental health problems before providing care to them. To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. To have effective communication with the patients and other members of the multidisciplinary team and being prepared. Planned action to meet these learning needs I aim to read books about different illnesses and causes of relapse and to read my patients notes. I will be talking with senior members of staff and allocating time to talk to patients and their relatives and participating in the ward round. Finally, I will have regular meetings with my clients. Target time to meet the learning needs I hope by the end of third year and some will be on-going skills to develop throughout the training. CONCLUSION I have clearly demonstrated that by using a reflective model as a guide, I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. Nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what some writers refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. The invaluable use of non-verbal communication has now become clearer to the author. The author believes he has become more self-aware regarding his own non-verbal communication and hopes that in the future he will use his communication skills to become a better advocate for the patient in his care.

Fossils Nurse Essay

A fossil is the prehistoric remains of a plant or an animal. Fossils are usually are kept at their best when they are buried under many layers of sand and mud. Under the great pressure from the ground, the sand and the mud become sedimentary rock. The minerals combine forming a mould of the plant or animal under the ground. A fossil can be a trace fossil or a body fossil. A body fossil is what actual organic material from a creature or plant (like a bone). Trace fossils are signs of plants and animal activity that have been preserved in rock. For example, dinosaur tracks, trails and dung are all trace fossils. A body fossil is usually composed of bones of an animal. Preservation of the â€Å"soft† tissue of a body is rare especially over long periods of time. Most body fossils are made when an animal dies and falls, or is washed into a steam, and is covered with mud. In a few cases, though, fossils have been preserved by freezing (as with mammoths in Siberia and Alaska) or when the animals have become stuck and died in a tar pit (such as the famous La Brea tar pit near Los Angeles, California). Sometimes a fossil is the result of a volcanic eruption. Ash and mud from the volcano can cover animals and plants killing them at the same time. Geology is the study of the Earth, the materials of which it is made, the structure of those materials, and the processes acting upon them. It is also the study of organisms that have inhabited our planet. An important part of geology is the study of how Earths materials, structures, processes and organisms have changed over time. Fossils are linked to geology because, it is the study on how the world has build up over the years and fossils are animals and plants from over the years. They have changed over time because they have become smaller and form in different ways like freezing and volcanic eruptions. Over the years fossils have told us about life forms we had no idea about and is proved with the fossils or bones we have today in museums. This is how fossils are linked to geology.

Is the Life-Span Approach Essential to Human Development

Human development has been a subject of interest among modern researchers. The most prominent theory in human development is the life-span approach which is made up of various concepts. This essay aims to show the importance of the life-span approach by analysing some of the concepts that make up this approach, such as multi-directionality historical location and contexualism among others. This essay will critically analyse some of the assumptions of the life-span approach.It will also examine arguments against the lifespan approach as well as other theories of human development such as Freud’s psychoanalytic theory with the aim of showing that this approach is essential for understanding human development. One of the major assumptions of the life-span approach as suggested by Baites, (1987) is that development is a ‘life-long process’ by this he meant that developmental changes occur throughout a person’s life, from the point of conception till death (Suga rman, 1986). Baltes, (1987) went on to state that development as a life-long process assumes that, no point in a person’s developmental life is more important than the other, every period of a person’s life is equally important weather it is childhood or aging, they are all important periods of development though this assumption is in direct contradiction to other theorists of human development such as Freud who believed that development ends at childhood and that adulthood is an extended version of childhood and that aging is more of â€Å"loss in adaptive capacity† hence does not qualify to be put in the paradigms of development .This has constituted the gain and loss argument (Baltes, 1987). Research on intelligence has shown that other forms of intelligence which involving reviewing of one’s life and wisdom emerge in old age and these forms of intelligence are not ‘genetically wired from birth† as suggested by Freud and (Baltes, 1987). Thi s goes to show that development is not restricted to certain periods of a person’s life but happens up until death; hence the life-span approach is essential in understanding human development.With the desire to proove the importance of the life-span approach in human development This essay will look at another assumption put forward by life-span theorists which state that development is malti-directional, (Baltes, 1987). This means that human development has different forms and differs in the routes that it takes thoughout the developmental process for example the presents of degenerative and growth abilities in a person (Stenberg, Bornstein, Yandell, & Rook, 011). It has also been noted by Li & Freund, (2005) that development as viewed by the life-span theory is not a one way procces of accumulation but that some developmental aspect increase while others decline (Li & Freund, 2005). Research by (cattel and horn, 1982 ) shows that a person consits of two types of intelligan ce mamely fluid and crystalized intelligance.According to this research fluid intelligance showed a declining function as compared to cristalized which showed accumulation tendancies (Baltes, 1987) This evidence shows that development is not a one way procces but takes different directions and that includes both childhood development and aiging, reafirming the point made above that aiging also qualifies to be considered as being part of development.Also in southafrica it has been noted that due to the inaccesibility of adiquate health care by children during the apartheid some children were born with birth defects while others suffered from malnutrition and became disabled showing the different varyng trajectories that human development can take (Youth hearings, 1997). Therefore the presence of malti-directionality as a life-span concept helps us to understand the various dimentions and directions taken by development throghout a person’s life hence it earns its importance in understanding human development.The life-span approach again plays a very important role in understanding human development when looking at the assumption that ‘development is historically embeded’ (Elder, 1998). This concept cannot be separated from the concept of contexualism hence Elder, (1998)’s work is to be viewed in light of the two concepts. According to Baites, (1987) the idea behind this assumption is that the historical location of a person together with the socio, economic and caltural experiences the individual encounter during that time has an impact on how he developes.He went on to say that this assumption brings in history as an important factor that facilitates one’s nature of deverlopment To support this assumption it was discovered that children who faced economic hardships during the time of the great depression looked far much older than their normal age but tended to recover when the conditions got better showing again that developm ent is a continous procces (Elder, 1998). To further support this line of thinking it must be clarified that Elder, (1998) is stressing the fact that there is continous interplay between factors such as history, timing of life transitions such as early pregnancy, shared elationships and a person’s unique ability to execise agency which has been defined by Baites, (1987) as plasticity These factors greatly influence the developmental trajectories of a person (Sugarman, 1986). To support this he turns his attention to the oakland and berkely studies done on children who experiences the second world war, the great depression and the korean war. As shown by this research children born during the economic meltdown of the great depression probably laked proper parenting and this affected maturation.He went on to mention that children who lived during the second world war and the korean war had different experienes as compared to the oakland study and their developmental gains and l osses were different. In southafrica research shows that black children who lived during the apatheid era ended up in sqatter camps without any aducation, with poor sanitation no recreation facilities and high health risks, this forced some to join ganges.Removal from their land also caused identity confusion which is a very important developmental task according to Erikson. showng that historcal context brings with it a unique experience that individuals are exposed to and this has a great impact on one’s developmet reafirming the claim tht the life-span approach is important in understanding human development. It has also been brought to attention that the research methods used by life-span researchers are to some extent unreliable and may produce inaccurate information.As critics of this approach have noted life-span researchers mainly use introspection, questioning and obsarvation for example Elder, (1998) on his study of children of the great depression admits that they would ask the subjects on how they thought the great depression influenced their lives, Havighurst also used the same technique in his study of developmental tasks and this is problematic since subjects are most likely unware of their developmental tasks and deficits (Sugarman, 1986).He went on to say researcher bias is also a broblem for example theorists like Erikson may have been influenced to research by their background and the results they produce may bear similarities to what they personaly feel, not the actual facts on the ground. Pllasticity is another life-span concept that t can help us understand human development. Though it has been mentioned above we now look at it in more detail. According to (Li & Freund, 2005) it is the campacity of the individual to influence his own developmen meaning a person may counciously or uconciously influence heir own developme. Biological research on cortical plasticity across the life-span by (Li & Freund, 2005) has shown that the brain of adults can change its stractural and functional organisation due to its developmental history. The research also showed the reorganisation of functions of the cortex in old age such as the use of both hemspheres to compansate for decline and this shows the importance of pasticity in human develoment.The last charecteristic of the life-span approach to be discussed is the fact that human development is multi-disciplinary meaning that it encompasses other fields such as bbiology, sociology and anthropology (Baltes, 1987). This assumption is further supported by Huvighurst (1972) who also suggest that developmental tasks arise from ‘physical maturation, caltural presure and individual aspirations (Sugarman, 1986).He gives the example that learning to read may be as a result caltural influence, one’s willingness to read and your mental or cognitive capability hence these three fields may simaltenously influence development. Though this essay aims to assert the importants of the life-span approach to development we cannot turn a blind eye on some of the weaknesses and critisisms brought forward agains this approach therefore we will start with the last concept which stated that human development is is malti-desciplinary.Schoolars like Sugarman, (1986) have argued that much of the work presented to support the assumption remains in doupt since research done in german society may not be applicable on a Southafrican context and therefore this particular concept does not fully expain human development of all people across the world since developmental tasks such as choosing a job are calture specific (Havighurst, 1972).Another critisism of the life-span approach is that it that some of its ideas are incontradiction with its principles for example Sugarman, (1986) notes that life-span developmental theorists offer a road map of development, Erikson’s eight stages and Havighurst’s assumption that failare to overcome a particular stage would result in unhappyness. This is in direct contradiction to the notion that development is malti-directional and does not follow a particular pattern of developmen which bergs the question as to weather this approach is really essential in understanding human development.After closely examining the assumptions of the life-span approach and the arguments presented against it, it is evident that the approach has a lot of inconsistancies and that the research methods used to some extend are inconclusive. After aknowledging these facts it is however iumportant to note that not all of the life-span approach’s research is obtained by quationable means and that it is the only theory of human development which better explains human development in Southafrica.The life-span approach is also to be credited for being the only thery of human development which is malti-disciplinary and it is also not deterministc in that there is always hope to overcome life;s challenges Also its methods are easily applicable therefore in conclusion it remains beyond reasonable doupt that development is a life-long procces and that the life-span approach is vital in understanding human development. ? References Baites, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline.Developmental Psychology, 611-623. Boyd, D. , & Bee, H. (2006). Life span development (4th ed. ). Boston: MA Pearson Education. Elder, G. H. (1998). The life course a developmental theory. Child development. BF431 . M374 1972. Havisghurst, R. (1972). Developmental tasks and education. (3rd ed. ). New York : D. McKay Co. BF701 . H37 1972. evelopmental theory. Child development, 69, 1-12. Leo, B. , Kloep, H. , & Kloep, M. (2002). Lifespan Development Resources, Challenges and Risks. Oxford: Thomson Learning. Li, S. C. & Freund, A. M. (2005). Advances in lifespan psychology;A Forcus on biocaltural and personal influences. Research in human development, 1- 23. Salkind, N. J. (2004). Intoduction to Theories of Human Development. Califonia: Sage Publications. Stenberg, L. , Bornstein, M. H. , Yandell, D. L. , & Rook, K. S. (2011). Life-Span development;Infancy through chidhood. Belmont: WAadsworth Cengage Learning. Sugarman, L. (1986). New essential psychology:Life-Span development, concepts theories and interventions. New York: Methen Inc.

Can person centred therapy be effective in clients with eating disorders Free Essay Example, 1750 words

Some of the treatment option includes the use of the cognitive behavioral therapy, and the Maudsley approach (Buhl, 2002). The main aim of the cognitive behavioral therapy is to identify the unhelpful thinking of a patient, and help him or her change their behaviors. The Maudsley approach involves the use of the family members, to help in reforming the behavior of the patient (Godt, 2002). This approach is somehow similar to the person centered approach, which normally seeks to enlist the help of a patient to solve their problems (Buhl, 2002). Strengths and Limitations of this Research: The major strength of this research will fall on the need of effectively analyzing the efficiency of using the person centered approach for purposes of treating an individual with eating disorders. It will analyze its efficiency, and the various approaches used by this process. The only limitation in this research would amount to funding. This is because the research will use primary methods, which require money for funding. Research Questions, Aims and Objectives: This research has two three major aims. We will write a custom essay sample on Can person centred therapy be effective in clients with eating disorders or any topic specifically for you Only $17.96 $11.86/pageorder now These aims are, To understand the concept of person centered therapy, and how it is applied in treating a person with eating disorders. To understand the various eating disorders, and come up with a solution on how to solve them. To understand the role of the patient in this therapy session and how they can contribute to the success or failure of the project. By carefully analyzing these aims, we can denote that this research will be analyzing the concept of person centered therapy, and its application in treating an individual with an eating disorder. These types of disorders are normally difficult to change, and hence it requires a considerable level of input from patients, for purposes of solving this problem. Hence the need of using the person centered approach. Based on these facts, the following are the objectives of this research, To look at various literature and writings, which explain then concept of person centered approach. To critically evaluate these literatures, looking at opposing and supporting views and coming up with an accurate information regarding this concept of person centered therapy. To come up with an appropriate answer touching on the effectiveness of person centered therapies in diagnosing and treating eating disorders. The following are the questions that this research aims at answering, What is person centered therapy? How effective is this therapy in treating people with eating disorders