behaviour to injury and rehabilitation

 > Willoughby Britton "our neural pathways are like subtle muscles, just as our physical muscles become strong and resilent and adept through regular exercise. So our neural pathways become more efficient and accessible the more we use them" Below is the 'Proposed model linking core neural processes, active amidst a neuromodulatory backdrop, leading to empathy, compassion, and prosocial behaviour" Using this model to bring about changes in the mind-body connection especially with regards to trauma, awareness towards emotional regular and muscle contraction/resistance and other sensations towards effected - trauma/injury based area and the self. 

 

> The consideration of how trauma and the levels of 'pain' associated with the injured area (or what I call sensations) relate to how well the client/patient/student will be able to overcome challenges which arise throughout the rehabilitation process and movement patterns demonstrated and taught. Then how reconnecting and correctly associating the sensations will potentially enable re trusting the body, reduced sensations of pain - empathic and nociceptive - and greater intelligence, confidence and function. 

"The International Association for the Study of Pain (IASP) defines pain as “An unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage” [90]. This includes effects of noxious physical stimulation, but also other experiences that “hurt”. After witnessing a friend hit herself with a hammer, for instance, you might feel a ‘crushing’ sensation in your own hand, or discomfort in your stomach. Such empathic pain includes bodily sensations described in terms of tissue damage, meeting the IASP criteria for pain.

This IASP’s definition of pain contrasts with its narrower definition for nociceptive pain: “pain that arises from actual or threatened damage to non-neural tissue and is due to the activation of nociceptors.” This definition privileges etiology and excludes empathic pain, which is not triggered by nociceptors in the person experiencing empathy."

We conclude that executive control in these tasks may consist of switching from controlled inhibition (suppression of the neuronal processes underlying movement initiation) to automatic sensorimotor processing.

0. Psychological Issues of Athletic Injury Rehabilitation

   Some studies have suggested the use of psychological strategies such as goal setting, positive self-statements, cognitive restructuring, and imagery/visualization is associated with faster recovery. These strategies may be helpful by reducing stress and increasing coping mechanisms and social support.

   However, rehabilitation may be affected by problematic emotional reactions, the most common of which are loss of identity, fear and anxiety, and a loss of confidence. characterizing poor adjustment to injuries include:

• Unreasonable fear of re-injury

• Continued denial of injury severity and response to recovery

• General impatience and irritability

• Rapid mood swings

• The levels and types of emotional reactions experienced also change over time; from the initial onset of injury, through rehabilitation, to return-to-play.

  A number of factors should be considered when treating injured athletes. 2 important factors from this research which I identified was useful with regards to my research included: 

• Building trust and rapport with the injured athlete. Injured athletes often experience a range of emotions that make it difficult for athletic care network members to establish rapport and build trust. Listening to the athlete is particularly important, not only to make a medical diagnosis but also to assess and monitor their emotional state.

• Educating the athlete about the injury. Injured athletes must understand and process injury-relevant information, often at a time when they are experiencing emotional upheaval. It is critical that explanations of injuries be presented in terms that the injured athlete can understand. An effective method to assess this understanding is to ask the athlete to provide their interpretation of information given to them.

• Identifying misinformation about the injury. Injured athletes often obtain inaccurate information from a variety of sources (e.g. parents, coaches, teammates, Internet) which may contribute to confusion and emotional upheaval.

• Encouraging the use of specific stress coping skills. 

  Table 3

  SELECTED TECHNIQUES FOR COPING WITH STRESS

  Cognitive-Based Somatic-Based Techniques Cognitive Behavioral-

Techniques

Thought stopping Thought replacement and imagery Positive self talk

Slow, deep or centered breathing, Progressive muscle relaxation Biofeedback training

Goal setting Stress management training