Subjective Health Assessment

Subjective Health Assessment Despite the importance of an individual’s perspective of their health and wellbeing, individuals are extremely influenced by the extent to which their treatment outcomes meet their expectations (O’hagan et al., 2014). This is why it is important for nurses to incorporate the individual’s perspective into the interventions; to accomplish this nurses need to use effective communication, such as verbal and non-verbal techniques, to receive the appropriate subjective health information (O’hagan et al., 2014). Nurses further must implement the individual’s perspective into the development of nursing interventions; this will help influence a positive recovery (O’hagan et al., 2014). This essay will define communication in the context of nursing; it will discuss the process followed regarding the selection of an individual and the arrangements made, also which interview techniques were utilised. The essay will further discuss the health strengths of an individual, as well as any health concerns which may benefit from health promotional education. Lastly, there will be a summary about what I learnt from this assignment. It is crucial to understand the importance of communication in the context of nursing, in order to implement it in a nurse-client relationship. Communication is central to human interaction, as it allows individuals to establish, maintain and improve contact with each other (Juvà ©-Udina et al., 2014). The word communication originates centuries ago from the Greek word â€Å"communis† meaning to make common (O’hagan et al., 2014). Tay, Hegney and Ang (2011) define communication as ‘a two-way process –sending the right message that is also being correctly received and understood by the other person’. Communication in the context of nursing is where the nurse and patient perceive the other in the situation and, through communication of verbal and non-verbal messages, sets goals, and agrees on interventions to help achieve these goals (Tay et al., 2011). The initial goal for this assignment is to find a healthy individual between the ages of thirty and sixty five who is not a friend, family member or anyone I knew well. This was achieved by ringing my aunty and asking if she knew anyone in the area that would be happy to help with my assignment. My aunty gave me the phone number and the email of a colleague; from here I sent an email explaining the â€Å"subjective health assessment† project to her. Jenny (pseudonym) promptly replied saying she would be happy to assist, when she agreed I emailed her a consent form. I also ensured her that to be in accordance with The Nursing Council Code of Conduct (2012) as a student nurse I must respect her rights to confidentiality and therefore any personal or identifiable information will be altered to protect her privacy and dignity. From here we arranged to have the interview take place at her house as it would not only be private but it would help ensure that she feels comfortable, we worked out a time that suited us both and decided at 10am on Wednesday 30th of July. The quality and reliability of information is influenced by the way in which information is collected, which is related to the use of nonverbal and verbal communication (Jarvis, 2012). Nonverbal communication of appearance, demeanour, facial expression, silence, and listening are highly influential. I incorporated all these aspects into my interview. Firstly I wore my nursing uniform which made my appearance look professional, and kept a neutral friendly expression throughout the interview. I also made sure my attitude was non-judgemental and that we were seated at eye level; this helped to maintain eye contact which showed that I was alert and listening to her. Sitting at eye level also helped make us both feel equal as no one had an authoritative role over the other. However, verbal communication is just as important as nonverbal communication. I ensured that all the questions I asked were open ended this allowed Jenny to expand in areas which provided me with relevant and detailed information. Also, by using the communication technique refection I was able to respond in a way that allowed Jenny to realise that I was listening and understanding what she was communicating. June has the belief that, for her age she is healthy and she is content with her current level of health. She lives a healthy lifestyle and has few health issues. Junes health and wellbeing is supported by having had completed all of the immunisation programs recommended for her through her childhood. These immunisations are very important during an individual’s childhood as it protects children from negative impacts of illness (Grant, Luxford, Darbyshire, 2005). However, even though June completed these immunisation programs she still contracted chicken pox at seven years of age. This is an extremely contagious disease which is spread by the same methods as the common cold such as coughing, sneezing and skin to skin contact (Grant, Luxford, Darbyshire, 2005). There are many things that influence an individual’s overall health, and the likelihood of developing diseases (Jarvis, 2012). Diseases can occur due to a combination of genetic, lifestyle and environmental factors (Jarvis, 2012). In the context of Jennys health she is unaware of any hereditary diseases in her family history. This is a great strength to have as Jenny does not have any increased risks of getting genetic disorders or passing them onto her children. Another strength Jenny has is that she works on a farm; this means she is often outdoors in the natural environment. Tardona, Bozeman and Pierson (2014) research indicates that exposure and experiences in natural environment can improve wellbeing by increasing self-esteem, spiritual well-being, cognitive functions and relieving stress. This shows that Jenny is free of health illnesses and her job contributes to her overall wellbeing Peterson (2000) discusses how this is a proven benefit not only to the individual but the family as well. Regular exercise and sleep patterns are more beneficial strengths displayed by Jenny which contributes positively to her overall wellbeing. Ekblom-Bak, Ekblom, Vikstrà ¶m, De Faire, and Hellà ©nius (2014) discusses how at least 150 minutes per week of moderate to vigorous exercise is important for maintaining a healthy lifestyle. Jenny well and truly does more than 150 minutes per week as she motivates herself to go for a power walk every day for around an hour. Kemmler and Von Stengel (2013) research shows that there is a lower chance of experiencing heart disease, some cancers, stroke and type two diabetes when regular exercise is implemented into everyday life. Exercise further helps to improve sleeping patterns. As Jenny is a farmer she has to wake up at 5am most mornings, this results in Jenny having to manage her time well to make sure she gets enough sleep. Jenny goes to sleep around 9.30 at night usually without waking throughout the night and does not nap throughout the da y this shows Jenny has healthy sleep patterns. According to Gruber (2013) healthy sleep patterns are shown to have a positive impact on an individual’s body as it enables the individual to cope with everyday living tasks. Musculoskeletal disorders are the main representation for absence at work worldwide, Jenny experiences back pain which is increased by stress (Là ¶vgren, Gustavsson, Melin, Rudman, 2014). Lundberg and Melin (2002), look at how the conditions at work, such as time pressure and heavy lifting, can contribute to elevated stress levels and muscular tension. They further explore how the elevated levels of stress can reduce the time for rest and recuperations (Lundberg Melin, 2002). Therefore it is important for Jenny to implement interventions that help improve her back pain, when Jenny is at work she could limit the amount of heavy lifting she does and also be educated on the correct lifting technique to avoid further injuries or strains to her back. Jenny can further implement the use of over the counter medication such as deep heat to help relieve the pain and tension in her muscles. The increasing instability in the economic sector and the increase in unemployment rates are likely to trigger financial worries, which can contribute to fatigue levels (Stewart, Abbey, Meana Boydell, 1998). This is because financial worries present themselves as a psychological threat which is prolonged and chronic in nature. This causes an increase in fatigue levels as our bodies are not designed to cope with prolonged periods of increased stress hormone (cortisol) levels (Stewart et al., 1998). In Jennys context she has a job however she still feels financially unstable which could be related to her increased levels of fatigue. Therefore Jenny needs to implement interventions such as seeing a financial consultant to help her understand her future options and avoid finical crisis. Through completing this assignment I feel I now have a greater understanding of the importance of communication in a nurse-client relationship. I learnt that without using proper communication skills you will be unable to understand the individual’s perspective of their health and what they want in life. What I found is that by being non-judgemental and honest throughout the interview developed the nurse-client relationship more, which is extremely important with the client as they are the primary source of information. I believe this was shown when Jenny felt respected as she opened up more by telling me more about her life instead of answering briefly. I further understand the importance of asking open ended questions and using non-verbal communication skills as if I had not the information I received would have been different. I also learnt the importance of taking your time and just listening to the client, especially in Jennys case as she got very excited talking about he r children and upset when I approached the subject of finical stability. So from this I understood that her major worries and weakness in her life is to do with finical pressure and that her children provide her with a source of happiness. In conclusion, effective communication provides nurses with a way to gather information from a client successfully. This essay looked at how I went about selecting an individual and the arrangements made. While also disusing how non-verbal techniques of eye contact and appearance helped make Jenny feel comfortable and verbal techniques of open ended questions to receive more relevant detailed information. This essay further suggested that Jenny’s strengths included having a healthy childhood, no hereditary diseases in the family history, working on a farm and having regular exercise and sleep patterns. However Jenny’s weakness of back pain and feeling financial unstable can lead to health issues which is why interventions of education of proper lifting techniques, using deep heat and seeing a financial advisor can help Jenny’s overall health. This essay also looked at what I learnt from completing this assignment which was that communication skills majorly affect the quality of the information gathered and the trust between a nurse and a client. Reference List Ekblom-Bak, E., Ekblom, B., Vikstrà ¶m, M., de Faire, U., Hellà ©nius, M. (2014). The importance of  non-exercise physical activity for cardiovascular health and longevity. British Journal Of  Sports Medicine, 48(3), 233-238. Retrieved from  http://eds.a.ebscohost.com.ezproxy.massey.ac.nz/eds/pdfviewer/pdfviewer?sid=605a2018-d38e-4eef-945d-f1ae2481136a%40sessionmgr4005vid=3hid=4211 Grant, J., Luxford, Y., Darbyshire, P. (2005). Culture, communication and child health. Contemporary Nurse, 20(2), 134-142. Gruber, R. (2013). Making room for sleep. Journal of Canadian Psychology/ Psychologie canadienne, 54(1), 62-71. Jarvis, C. (2012). Physical Examination and Health Assessment. Chatswood, NSW: Elsevier Juvà ©-Udina, M., Pà ©rez, E., Padrà ©s, N., Samartino, M., Garcà ­a, M., Creus, M., Calvo, C. (2014).  Basic Nursing Care: Retrospective Evaluation of Communication and Psychosocial  Interventions Documented by Nurses in the Acute Care Setting. Journal Of Nursing  Scholarship, 46(1), 65-72. doi:10.1111/jnu.12062 Kemmler, W., Von Stengel, S. (2013). Exercise Frequency, Health Risk Factors, and Diseases of  the Elderly. Archives Of Physical Medicine Rehabilitation, 94(11), 2046-2053. Retrieved from http://www.sciencedirect.com.ezproxy.massey.ac.nz/science/article/pii/S000399931300422X Là ¶vgren, M., Gustavsson, P., Melin, B., Rudman, A. (2014). Neck/shoulder and back pain in new  graduate nurses: A growth mixture modeling analysis. International Journal Of Nursing  Studies, 51(4), 625-639. doi:10.1016/j.ijnurstu.2013.08.009 Lundberg, U., Melin, B. (2002). Stress in the development of musculoskeletal pain. Pain Research and Clinical Management 12 (1), 165-179. OHagan, S., Manias, E., Elder, C., Pill, J., Woodward-Kron, R., McNamara, T., McColl, G.  (2014). What counts as effective communication in nursing? Evidence from nurse educators  and clinicians feedback on nurse interactions with simulated patients. Journal Of Advanced  Nursing, 70(6), 1344-1355. doi:10.1111/jan.12296 Peterson, G. (2000). Making Healthy Families. Berkeley, Calif: Shadow and Light Publications. Stewart, D., Abbey, S., Meana , M., Boydell, K. (1998). What makes women tired: A community sample. Journal of Womens Health, 7(1), 69-76. Tardona, D. R., Bozeman, B. A., Pierson, K. L. (2014). A Program Encouraging Healthy Behavior,  Nature Exploration, and Recreation through History in an Urban National Park Unit. Journal Of  Park Recreation Administration, 32(2), 73-82. Retrieved from http://eds.b.ebscohost.com.ezproxy.massey.ac.nz/eds/pdfviewer/pdfviewer?vid=11sid=b0ae001b-42b0-4b53-83c8-7d6bbdf8bada%40sessionmgr198hid=107 Tay, L., Hegney, D., Ang, E. (2011). Factors affecting effective communication between registered  nurses and adult cancer patients in an inpatient setting: a systematic review. International  Journal Of Evidence-Based Healthcare, 9(2), 151-164. doi:10.1111/j.1744-1609.2011.00212.x Nursing council of New Zealand. (2012).Code of conduct. Retrieved from http://file:///C:/Users/Jessica/Downloads/Nurses%20Code%20of%20Conduct.pdf

Questions for Exam 3

1) social control theory is traced to the 18 th century work of which theorist? 2)social control theorist ask which theoretical question? 3) beccaria's social control theory argues individuals are? 4) Ivan Nye introduced which ideal to social control theories? 5) according to Nye ___refers to rules and Norms that are instilled in conscience as children 6) social control theories argue deviance is a caused by? ) things to keep students busy after school exhibit which of the four components to Hirschi's social bond theory 8)Hirschi's argument that juveniles who enter adulthood too soon, are more likely to become deviant which form of social bond does this support? 9) when deviance is perceived to not cause injury or harm to anyone it is which technique of neutralization? 10) which theorist introduced techniques of neutralization to social control theories? 11)techniques if neutralization are used in order to? 2)according to Sykes techniques if neutralization Robin Hoods behavior of ste aling from the rich to give to the poor is justified and neutralized through which technique? 13) which if the following are not examples of victimless deviance include? 14) which additions to social control theories would examine the different levels of control placed on boys and girls in particular households as affecting deviance? 15) according to the power control theory ___ constitutes the primary agents of socialization in the family 16) which theory is designed to predict all behaviors beyond criminal and or delinquent? 7)the general theory of crime argues what about self control and stability? 18) which theorist explains the stages and trajectories of deviance of life course theories 19) which of the following is not a component of life course theory in theorizing a lesser likely hood of deviance? 20) life course theories examine and primarily focus on the social bonds between? 21) which of the following are labels found in high schools 22) which theoretical orientation exam ines the social meaning of deviance through labels and how people are understood and defined through such stereotypes 23) symbolic interactionism is a ___level perspective 4) what is key in defining deviance? 25) according to labeling theorists which of the following statements are true? 26) _____is a status imposed on an individual or a group which may or may not be related to actual rule breaking 27) labeling theorists ask which of the following questions 28) which labeling theorist examined police contact and juvenile delinquency, in which he argued the contact may over dramatize relatively common acts of deviance? 9) _____ deviance is when common violations of the norms occur and the identity of a deviant is not developed 30) ____ deviance is when deviant behavior occurs as a means of defense, attack or adjustment by a label and reactions to labels already developed 31) which labeling theorist introduced primary and secondary deviance to this orientation 32) a ____ status refers to the status that shapes perception and behavior of those around you and is considered the most important status 33) which of the following ways does labeling lead to secondary deviance? 4) which type of deviant act is considered residual rule breaking? 35) residual rule breaking is a form of what type of deviance? 36) which of the following are major findings in the roughnecks and saints study? 37) which of the following theorists introduced the ideas of intergravity shame and stigmatization effects of labeling in his piece crime, shame and reintegration? 38) ___ is when an individual is viewed as a good person but they have just committed a bad deed. 9)which theorist found mental illness stigmas or consequential and negatively affect those with a mental illness life 40) labeling theorists would argue that which of the following policy implications 41) ____ theories would study cooperation's and the human suffering corporate action and power struggle cause to society 42) which th eoretical orientation examines the social construction of deviance by deconstructing conflicting groups and discourse of attitudes, legal rights, implications of change etc.? 43) conflict and Marxist theories are _____ perspectives 4) what type of economic system are Marxist and conflict theorist critical of 45) according to conflict theorists which of the following statements is true? 46) ____ theorists argue revolutionary overthrow of the capitalist system 47) _____ theorists argue reform rather than revolutionary overthrow 48) which Marxist theorist wrote communist manifesto? 49) __ and ___ theories recognize conflicts exist especially in capitalist societies and it arises from power 50) which Marxist theory argued capitalist conflict is divisonary meaning it is designed to keep workers focused on issues promoting division competition and is vs. them mentalies

National Health and Social Care Essay

The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also  introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. P1 Explain key influences on the personal learning processes of individuals Task 1 At the beginning of this unit you need to think about what the key influences on learning are. There are various theories of learning, which you need to explain eg Honey and Mumford, Kolb. Write a short explanation of 2 theories about how we learn (not more than 300 words) Task 2: Consider the wide range of influences that may affect an individuals learning. Write an explanation of how the following different influences can affect the ability to learn successfully : – previous learning and experiences – specific learning needs – formal versus informal learning – learning style – time – learning environment – access to resources – attitude and self discipline – aspirations and motivation – priorities in life – health – responsibilities – relationships – others as appropriate (space for study, funding for study) M1 Assess the impact of key influences on the personal learning processes on own learning Task 3: Sketch a timeline to help you collect your thoughts about the factors that have influenced your learning from childhood, school, work and other life experiences. Place significant events and experiences such as starting school, moving house etc on the top of the line. Write the effects on the bottom of the line. Use the timeline to write a personal statement/ analysis of how your own learning has been influenced by the factors listed in task 2 D1 Evaluate how personal learning and development may benefit others Task 4: Carry out some research on PPD and its benefits in health and social acre. Use your placement for information by talking to staff about their learning experiences and career backgrounds. How have these helped them in their work. Consider how your learning has helped others so far. P2 Assess own knowledge, skills, practice, values, beliefs and career aspirations at start of the programme Task 5: This task looks at your own knowledge, skills, practice, values, beliefs and career aspirations at the beginning of the course – consider your strengths and areas for development. The report could help you develop a suitable action plan for pass 3. Skills for learning: These fall into 2 types – study skills and research skills. In the 2 boxes below describe what skills you think you already have in this area. Study skills: Describe what skills you have in the 3 areas of – Literacy – Numeracy – Information and Communication technology Research Skills: Describe what skills you have in the following areas: – Observation – Questioning – Use of the internet – Using feedback – Reflection Support for learning: Describe what kinds of support for learning you could get if you needed it. Eg from tutors, peers, supervisors, mentors, meetings, increased self-awareness, how and where to access information and support on knowledge and best practice Learning opportunities: Describe a variety of opportunities you think you will have to learn during this course eg: Formal learning Informal learning Knowledge gained from classroom activities, placement experiences, independent studies, life experience, employment and voluntary activities. UNIT 6: Personal and Professional Development in Health and Social Care Assignment 2: Be able to plan for and monitor own professional development This assignment will be aimed at the following grading criteria for this unit: P1 P2 P3 P4 P5 P6 P7 M1 M2 M3 D1 D2 Grading criteria will be indicated for specific tasks. Students are reminded of the importance of the correct use of grammar and punctuation. Delivery date: __________________ Assignment due in: __________________ P3 Produce an action plan for self-development and achievement of own goals Task 1: Write an action plan which needs to contain at least 10 short term (up to 6 months) and at least 5 long-term goals (minimum of 18 months). Your action plan must be specific, measureable, actionable, relevant and timely. You will monitor throughout the course for your own self-development and achievement of your goals. You need to include: current knowledge and skills, practice, values, beliefs, career aspirations; self-awareness. Knowledge: review, plan and monitor eg relevant formal and informal learning to date, current contemporary issues, understanding of theories, principles and concepts, understanding of potential careers; gained from a variety of learning opportunities Skills: Communicating: language – verbal, non-verbal; Working with others: eg service users, professionals, peers; Technical: eg IT, use of equipment, creative/craft skills; Research: eg primary, secondary, data handling; Personal eg organisation skills, personal presentation Practice: review, plan and monitor, eg respect for the value base of care, professional interactions with others, co-operative working with others, team work, influence of personal values and beliefs, awareness of need to develop personal value base to support and promote good practice, awareness of the impact of legislation, codes of practice and policies on own practice, responsibilities and limitations Values and beliefs: eg personal values and beliefs, value base of care Career aspirations: career options, preferred choice P4 Produce evidence of own progress against action plan over the duration of the programme Task 2: These goals, in pass 3, need to be monitored at throughout the course – this will usually be after work experience and will involve you describing the progress you have made so far in achieving these short and long-term goals. When you make a change to the plan, enter the date on which you made the change. Write a statement summarising the challenges and circumstances that have affected your progress against your personal goals. Include reasons for any changes you have made to the goals. M2 Assess how the action plan has helped support own development over the duration of the programme Task 3: At the end of the course you need to write an explanation of how your action plan has helped support you personal and professional development over the 2 years of the course. D2 Evaluate own development over the duration of the programme Task 4: Write an evaluation of your own development over the duration of the course. UNIT 6: Personal and Professional Development in Health and Social Care Assignment 3: be able to reflect on own development over time This assignment will be aimed at the following grading criteria for this unit: P1 P2 P3 P4 P5 P6 P7 M1 M2 M3 D1 D2 Grading criteria will be indicated for specific tasks. Students are reminded of the importance of the correct use of grammar and punctuation. Delivery date: __________________ Assignment due in: __________________ P5 Reflect on own personal and professional development Task 1: On work experience you will keep a professional practice portfolio of your development, which will form part of your personal and professional development portfolio. The Professional development portfolio will contain: professional practice log book, structured appropriately for assessment of unit and nature of evidence, indexed, authenticated records to demonstrate personal progression in developing own knowledge, skills, practice and career aspirations over time, variety of contexts for learning and development Task 2: using relevant evidence from the list below write an account of your personal and professional development. Relevant evidence: formal, eg assessment, observations, witness testimony from direct observation, placement reports, feedback from tutors and supervisors, tutorial/career records, certificates, personal statements, application forms or CVs; informal eg diary, peer reviews, reflective accounts, records of events, Support for development: from tutors, peers, supervisors, mentors; meetings; increased self-awareness; how and where to access information and support on knowledge and best practice Reflect on own development: linking theory to practice; linking practice to theory; achievement of personal goals in terms of knowledge, skills, practice, values, beliefs, and career aspirations; influence of personal values and beliefs; impact of others on evoking development of self M3 Use three examples to examine links between theory and practice Task 3:you need to write about three examples from your work experience that explain how what you have practiced in the workplace is influenced/linked to a theory. The theory could be from psychology eg Bowlby’s theory of  attachment and the importance of settling-in policies in nurseries or from other units studied UNIT 6: Personal and Professional Development in Health and Social Care Assignment 4: know service provision in the health and social care sectors This assignment will be aimed at the following grading criteria for this unit: P1 P2 P3 P4 P5 P6 P7 M1 M2 M3 D1 D2 Grading criteria will be indicated for specific tasks. Students are reminded of the importance of the correct use of grammar and punctuation. Delivery date: __________________ Assignment due in: __________________ P6 Describe one local health or social care service provider identifying its place in national provision Task 1: Write a description of one of your placements and identify how it fits in with national provision. You could use a diagram or chart to show this. You will need to describe the following: Type of provision (what service does it provide, what are its aims and objectives) Who funds it Who can go there (access the service) Any barriers there are to accessing the service The organisation’s Policies and Procedures How the service fit in with national provision Task 2: write an introduction to a plamflett for the above named placement on Provision of services within the UK: national framework relevant to home country; primary, secondary, tertiary; regulators Local health or social care service provider: eg type of provision, funding, access, potential barriers to access, organisational policies and procedures; how the service fits within national framework P7 Describe the role, responsibilities and career pathways of three health or social care workers Task 1: Write a brief description of the following roles, responsibilities and career pathways. Health and social care workers: health and social care professions, eg nursing staff, social workers, professions allied to medicine; technical support professionals, eg medical and non-medical laboratory staff; other support professionals, eg managers, administrators; role of professional bodies; career pathways, training and qualifications, workforce development; codes of conduct, roles and responsibilities; multi-disciplinary teams Task 2: You then need to find out about the roles, responsibilities and career pathways of three people who work there. You may like to interview them about their jobs, responsibilities and careers. To do this you will need to prepare a questionnaire beforehand. The questionnaire/notes taken must be submitted as evidence for this task.

Sex And Abuse Services Struck Me The Most - 1478 Words

Introduction Case management is needed in every part of social work when dealing with a clientele so when I decided to look through my options the choice of sex and abuse services struck me the most. When you work with such programs as MOCSA; they deal with meeting with the person who was been sexual assaulted and helping them with their decision on whether or not to press charges and continue working with them and recommending services. When someone is sexually assaulted it takes time to move on from such a horrific event many carry what happened around with them forever and even blame their selves. The social worker will have to work with the client over a period and keep in contact with them to help them through this extremely†¦show more content†¦Robinson describes phase 1 as the period immediately following the sexual assault. He talks about the different feelings that the victim will be experiencing and how she may be taking what just happened to her. In this first phase the victi m goes through the initial intact process at the hospital where she meets numerous personnel as well as police many times a social worker is called in to help the person feel safe and to help as much as they can. The social worker can act as an advocate for the patient if that is what the victim is wanting and will be able to walk the person through what is going to happen and how and why it is needed for them to take the measures that they are going to then conduct. Phase two is then described as days or weeks after the event where the person does not wish to talk or even be reminded of what had happened to her. I would describe this phase personally as an avoidance stage, I say this because they may want to forget that this happened but in reality it did and eventually they will need to discuss what happened to them with others or just with a counselor. Phase three begins with Robinson indicating that many victims become depressed and withdrawn from their daily activities. I belie ve this is the initial stage when someone should then start seeking therapy. Many times it comes to a point where the victim may be afraid to date other men or even be in a man’s presence for they feel he may attack her. Through