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Biomedical subjects

B Luban-Plozza

Publications and source records attributed to B Luban-Plozza.

At least 19 recordsLinked to original sources
PubMed1995

[Encounter as therapy].

What are the typical aspects of a therapeutic relation, how does it develop and in what manner might it influence the therapeutic result? Encounter as therapy may open the chance to initiate self regulating forces that seem to be blocked by the 'disease'. The term 'disease' implicates the term 'therapy'. A real encounter demands trust and responsibility, unselfishness and readiness for risks from all persons involved (physicians and/or therapists as well as patients). The opposite terms, lack of trust, lack of responsibility, selfishness and lacking readiness for a risk mark the other side of the encounter, of the process of interaction. Encounter or the process of interaction always take place in time and space while persons define a situation. Rules and roles, patterns and exceptions are further structural characteristics of a situation.

Emotions↗
PubMed1995

Empowerment techniques: from doctor-centered (Balint approach) to patient-centred discussion groups.

The importance of training in the emotional domain has been stressed since 1950. Balint and his co-workers advocate the conduct doctor-centred seminars (training and research) for better understanding of the contact with patients. The discussions form an understanding of the content of the consultation within the context of the sense and relationship. Balint's method, with its emphasis on the role of psychology in medical care and on the interpersonal relations between the group members and their patients, is a satisfactory answer to the need for communication in the dispensing of health care. The case reports and group discussions attempt to throw a light on the doctor-patient relationship through the identification of its form and content. This diagnosis enables the physician, at times, to intervene therapeutically. An intervention is therapeutic when it brings to the fore an emotional or cognitive factor in the doctor-patient relationship and enables the patient to recognize something new about himself, and in doing so, even to 'change'. The ability to be acquired largely comprises that which is necessary for developing and understanding a doctor-patient relationship. At the same time family groups and psychosocial problems are taken into account. Junior Balint Groups for medical students have now been in existence at various universities. For 25 years general practitioners, clinic doctors, university staff and medical students have met for international seminars in Ascona, known under the name of 'Ascona Model' (WHO) with the intendion of adding medical training and consist mainly of Balint teamwork.(ABSTRACT TRUNCATED AT 250 WORDS)

Humans↗
PubMed1993

[Physician--where to?].

These questions are addressed: What does it mean to be a physician, and how can a physician continue his education? Where is his place in family crises? The psychosomatic point of view of diseases is not a specialty, but a concept, a basic attitude, a global principle encompassing all medical specialties. In particular, disorders of relations and basic needs are discussed in the context of a novel therapeutic access. The doctor as a 'drug' corresponds to a therapeutic alliance, also in group work. The problems of communication, even as a flash, influence the language of the patient and the physician. In the tension between anxiety and trust, psychosomatic thinking and medical intervention come to life also for the experience of disease and in the search for a meaning. The physician is not as much an achiever than a provider.

Attitude of Health Personnel↗
PubMed1989

[A new training method--20 years of student Balint groups].

Michael Balint recognized early on the problems of future development of medicine. He was able to bridge the bow from psychoanalysis to practical medicine without the need for a new theory. He integrated arguments from basic sciences and patient-oriented schools. M. Balint created something termed a "revolutionary idea" by H. Strotzka, a historic step for the development of psychoanalysis and practical medicine alike. New was the idea to found groups of doctors to achieve informed consensus as a basis for cooperation - a didactic platform. The group deliberates in a case-oriented manner, exchanges experience and thus aids the participants to better understand the patient and his interaction with the physician, improving also conversational competence. Obstacles have been great 20 years ago when we began practising with students (junior group Milan 1969) alone because of the hierarchic structure to sensitize the students for group work and to integrate the "relational perspective" into the curriculum. For medical teaching we need the courage for new approaches. The Ascona-model (WHO) realizes the trend for relational behaviour of students, practitioners and university teachers.

Curriculum↗
PubMed1980

[Psychological aspects of drugs].

The "how" of prescribing is an important as what we prescribe. Drugs are part of everyday life for many people. The era of "social chemistry", the "inflation of drug use", or the "social use of drugs" create special difficulties for the "how" of prescribing. It is important that the expectation and fears of the patient are being taken seriously. The manner of prescribing has to depend on whether the patient interprets them negatively, as punishment and violent intrusion. But applications of drugs can also have a passive character, such as is the case with teas and baths. The physician should be aware of the contents of the package inserts, and keep them in mind so as to avoid mistaken interpretations by the patient. The psychological aspects of drug side effects are very important. A further concern is consideration of aspects of human interaction in diagnosis and therapy, also when applying medical drugs. Simplification of medication, written instruction concerning drug therapy addressed to the patient, intensified conversations with the patients on effects and side-effects of drugs are only a few practical examples of how patients can be influenced to the prescribed drugs more regularly.

Communication↗
PubMed1979

Psychosomatic practice and the concept of family confrontation as therapeutical method.

Psychosocial dynamics within the family are first touched upon. Relationships between brothers and sisters play a special part in this respect, as do other factors related to personality development. It is one of the special tasks of the general practitioner to be alert to the first signs of emotional disturbances, for he is in an ideal position to intervene before more serious symptoms of illness appear. The physician has to acquire a valid picture of the family unit, with its physical and psychological strengths and short-comings. Continued flight from pressure of vital issues can lead to family neurosis in the long run. Then, the sick person is not really the carrier of disease in the traditional sense of germ or genetic consation. He is only a 'symptom' of a much more widely encompassing disease unit that has grasped a social cell like the family. Are we physicians and scientists in a position, as a consequence of our training, to see this possibility, or are such modes of thinking to be left to special fields like medical sociology? The isolated, sick person can show signs derived from a disturbed family relationship, particularly through psychosomatic disorders. Our 'psychosomatic confrontation' therapeutical method is introduced.

Family↗