Explore the clinical approach to reproductive health, focusing on evidence-based practices to enhance well-being.
Reproductive Health
In terms of reproductive health, many women may see physical changes when their menstrual cycles increase or decrease, which might have an impact on their bodies. Menstrual changes may continue anywhere from one to three years, but each woman’s menopausal symptoms will be unique.
The following are a few signs of hormonal alterations related to reproductive health:
Sleeplessness
Variations in weight
Weariness Muscle and joint pain
At the same time, a woman’s body is exhibiting pain-like sensations as a result of hormonal changes related to her reproductive health. The body, hormones, and spinal structure all change with age. Low back pain may result from overlapping risk profiles for the musculoskeletal system and reproductive health caused by a variety of environmental variables that impact the body. Numerous variables, such as different menstrual cycles and greater pain sensitivity, are blamed for the low back discomfort that many people, particularly women, experience. (Chen and others, 2024)
Hormone Replacement Therapy
Hormone replacement Therapy or HRT is a treatment that can be used to treat some of the symptoms of hormonal changes associated with reproductive health by replacing hormones that are at a lower level. For females, low estrogen and progesterone levels can affect neuroprotective receptors in the brain, causing symptoms of inflammation and stress to impact the body. (Hwang et al., 2020) For males, low testosterone levels can cause skeletal muscle mass and strength reduction, decreased bone mineral density, and sexual dysfunction. (Barone et al., 2022) So, for males and females, taking HRT can help replenish the lost hormones in their bodies and reduce the overlapping pain symptoms.
Andropause & Menopause
When a woman between the ages of mid-40s and mid-50s deals with changes in their menstrual cycle, it is known as menopause. When a woman goes through menopause, it is a transition period where the woman’s ovaries stop releasing eggs, and their hormone levels of estrogen and progesterone decrease, thus ceasing a woman’s menstruation cycle. Within that time frame during menopause, most women will experience weight gain and have an increase of peripheral fat stored in the hips, glutes, and around the abdominals. (Ko & Kim, 2020) This extra weight around the abdominals and hips can lead to the development of musculoskeletal issues like back pain.
While males have the capability of reproduction throughout their lives after puberty, when they begin to age, they produce low testosterone levels and fewer sperm. Additionally, a majority of men can experience low levels of testosterone hormones as they start to notice a decreased libido, body hair loss, loss of muscle mass, and breast enlargement. This is known as andropause, where, like menopause in women, the testosterone hormone levels are lowered. Luckily, low testosterone levels can be tested, allowing males to be treated with testosterone replacement therapy. Testosterone replacement therapy can provide beneficial results by replenishing testosterone levels associated with reducing symptoms of decreased libido, improving skeletal muscle function, and restoring bone mineral density. (Barbonetti et al., 2020)
Testosterone Deficiency In Men- Video
Surgical & Non-Surgical Interventions
Many middle-aged adults would discuss with their partners about not wanting to have children or are finished having children. When it comes to interventions such as this, many choose surgical or non-surgical procedures. Females can have a surgical procedure known as tubal ligation. This procedure has the fallopian tubes either cut, tied, or removed to prevent pregnancy while still having their menstrual cycle until menopause, so there is no impact on the hormones. For males, they can go through a surgical procedure known as a vasectomy so that the vas deferens are cut and sealed. Both methods are 99% effective in preventing pregnancy. These outpatient procedures have different state laws and safeguards regarding sterilization surgery.
However, not many people will go on the surgical route to prevent surgery and will go on the non-surgical route. Many people will utilize birth control methods like birth control medication, condoms, and natural cycle planning. For women, many will incorporate hormonal birth control medication as part of their routine in preventing pregnancy. Some of the added benefits for women who are taking contraceptives include: (Allen et al., 2013)
Restoring menstrual regularity
Improving vasomotor symptoms
Preventing bone mineral density decline
Sex Changes In Middle Adulthood
Many people are sexually active via communication and strong connections with their partners, making them an integral part of people’s life at any age. Intimacy allows many healthy couples to express their needs and desires more easily. Adults also experience sexual changes associated with their reproductive health as they age. Many women have pelvic discomfort as a result of decreased lubrication brought on by the vagina’s normal constriction, shortening, and thinning of its walls.
As men age, their erection functionality also changes, particularly if they have health and wellness-related comorbidities. The inability to get an erection, often known as erectile dysfunction or ED, is one of the most prevalent changes in older guys. (Sooriyamoorthy & Leslie, 2025) When risk profiles from environmental variables intersect, ED may develop as a symptom. Fortunately, ED may be treated by altering one’s lifestyle and taking care of interpersonal or psychological problems. (Lowy & Ramanathan, 2022) Men may find it challenging to talk to their physicians about it, but it is crucial for their health and welfare.
Final Thoughts
In general, many people who suffer from pain and musculoskeletal problems might benefit from a personalized treatment plan for their sexual and reproductive health. In the long run, small changes to a routine can pay off, and gradually introducing a new routine—such as eating more vegetables and lean meats, exercising for half an hour, or getting a wellness checkup—can help manage pain-like symptoms brought on by environmental factors and support an individual’s health journey.
Injury Medical & Functional Medicine Clinic
We associate with certified medical providers who understand the importance of assessing individuals dealing with reproductive and sexual health associated with body pain. When asking important questions to our associated medical providers, we advise patients to implement various approaches to their reproductive and sexual health associated with their pain. Dr. Alex Jimenez, D.C., utilizes this information as an academic service. Disclaimer.
References
Allen, R. H., Cwiak, C. A., & Kaunitz, A. M. (2013). Contraception in women over 40 years of age. CMAJ, 185(7), 565-573. https://doi.org/10.1503/cmaj.121280
Barbonetti, A., D’Andrea, S., & Francavilla, S. (2020). Testosterone replacement therapy. Andrology, 8(6), 1551-1566. https://doi.org/10.1111/andr.12774
Barone, B., Napolitano, L., Abate, M., Cirillo, L., Reccia, P., Passaro, F., Turco, C., Morra, S., Mastrangelo, F., Scarpato, A., Amicuzi, U., Morgera, V., Romano, L., Calace, F. P., Pandolfo, S. D., De Luca, L., Aveta, A., Sicignano, E., Trivellato, M.,…Crocetto, F. (2022). The Role of Testosterone in the Elderly: What Do We Know? Int J Mol Sci, 23(7). https://doi.org/10.3390/ijms23073535
Chen, D., Zhou, J., Lin, C., Li, J., Zhu, Z., Rao, X., Wang, J., Li, J., Chen, H., Wang, F., Li, X., Gao, M., Zhou, Z., Xi, Y., & Li, S. (2024). A causal examination of the correlation between hormonal and reproductive factors and low back pain. Front Endocrinol (Lausanne), 15, 1326761. https://doi.org/10.3389/fendo.2024.1326761
Hwang, W. J., Lee, T. Y., Kim, N. S., & Kwon, J. S. (2020). The Role of Estrogen Receptors and Their Signaling across Psychiatric Disorders. Int J Mol Sci, 22(1). https://doi.org/10.3390/ijms22010373
Ko, S. H., & Kim, H. S. (2020). Menopause-Associated Lipid Metabolic Disorders and Foods Beneficial for Postmenopausal Women. Nutrients, 12(1). https://doi.org/10.3390/nu12010202
Learn about the clinical approach of identity formation and its role in facilitating personal insight and emotional well-being.
Introduction
Many individuals deal with musculoskeletal, autoimmune, gut, or body issues that can affect their daily routine and how they perceive themselves when getting checked out by their doctors. Many healthcare professionals can help assess individuals with these pain-like symptoms causing overlapping risk profiles by creating a safe and positive experience with a clinical approach. By creating a secure environment, many individuals can have good experiences when pain-like issues are affecting their bodies. By delving into today’s article, we are going to look into identity formation, the four identity statuses, and the various areas of identity development.
Theories & Types of Identity Formation
A lot of individuals have an identity, but have they always had one? Everyone’s identity is a conglomeration of the characteristics, values, and attributes they consider significant and use to define themselves. People’s identities are developed as they mature and gain knowledge about the world; they are not forced upon them. Adolescence is the first period when individuals notice a significant change toward identity creation and self-exploration.
A major concern in theories of teenage development is identity building. Identity formation, for instance, was emphasized as the main sign of effective development throughout adolescence in Erikson’s 1968 classic theory of developmental phases. Teenagers who struggle to define their identities may have role confusion, which suggests that they need to do more self-discovery and are unclear of their place in the world.
The Four Identity Statuses
Many healthcare providers will hear their patients describe identity formation during adolescence as it involves decision points and commitments regarding belief systems (e.g., religion, politics) and occupations. The four modes of reacting to late identity crises during the adolescent phase were described, measured, and validated so that individuals could figure out their identity status. (Marcia, 1966) The four described identity statuses are:
Foreclosure: An individual commits to an identity without exploring options.
Identity diffusion: When individuals neither explore nor commit to any identities.
Moratorium: A state in which individuals actively explore options but have not made commitments.
Identity achievement: When individuals have explored different options and made identity commitments.
For example, teens may commit to an identity without exploring if they are content with the values, culture, and religion they were raised in. Teens in foreclosure status may adopt large parts of their parents’ identities or the identity parents have put them on. However, when teens achieve identity, they can explore the world for themselves and decide how they identify due to those experiences. This causes them to relinquish their claims of infantile sources of gratification, thus renouncing lingering fantasies of competence. (Marcia, 1967) At the same time, many people have experienced things that led to a crisis. The thing is that a crisis doesn’t necessarily mean a negative event; it’s simply branching out from what’s comfortable to discover who they are.
Understanding The Effects Of Personal Injury- Video
Various Areas of Identity Development
As a stage in the adolescent life cycle, identity development happens to many people. For many, the search for identity begins in the teenage years. During these years, adolescents are more open to taking on different behaviors and appearances to discover who they are. In an attempt to find their own identity and discover who they are, adolescents tend to cycle through several identities to find one that suits them best. Multiple factors like family life, environment, and social status can make it difficult to develop and maintain an identity. Some studies suggest that this process might be more accurate to identity development rather than formation but confirm this is a typical change process in people’s thoughts about themselves.
Several different areas of identity development are described:
Religious identity: Teens’ religious views are similar to those of their families. Many may question specific customs, practices, or ideas in their parents’ faith, but a few may completely reject their families’ religion. This is due to the dynamic of the parent-adolescent relationship with religion, which exerts positive effects on adolescent adjustments. (Kim-Spoon et al., 2012)
Political identity: Adolescents’ political identity is influenced by their parents’ political beliefs. In the 21st century, a new trend shows decreased political affiliation among young adults. However, many adolescents tend to be more liberal than their elders on social issues. This is because many adolescents encounter events that trigger their civic interest and challenge their beliefs and moralities. (Stattin et al., 2017) Like in other aspects of identity formation, adolescent individuals are predicted by their parents’ involvement and current events when there is an interest in politics.
Vocational identity: Adolescents in earlier generations envisioned themselves working in a particular job and often worked as apprentices or part-time in such occupations. This is a rare case for many people in today’s world. Vocational identity is also related to ego identity by correlating with a successful transition from school to work, allowing individuals to be more confident in their decision-making ability, especially in environmental ambiguities. (Koo & Kim, 2016) Still, vocational identity takes a bit longer to develop since many workplaces require specific skills and knowledge that require additional education or are acquired on the job. Additionally, many job opportunities held by teens are not in occupations many will seek as adults.
Ethnic identity: Ethnic identity refers to how many individuals come to terms with who they are based on ethnicity or racial ancestry. According to the U.S. Census 2012, Americans under 18 are from historically marginalized ethnic groups. Many people who identify under BIPOC (Black, Indigenous, people of color) have discovered their ethnoracial identity as an important part of their identity formation as teens.
Gender identity: Gender identity involves an individual’s sense of gender and can be similar to or different from their biological sex regardless of age group. Gender identity greatly influences many adolescents during these years of self-discovery and can impact other areas of identity, like religion and politics.
Self-Concept
Self-concept and self-esteem are the two primary facets of identity formation. The capacity of an individual to have views and beliefs established with confidence, consistency, and stability throughout the course of their life is the central premise of self-concept. Cognitive growth in early adolescence leads to increased self-consciousness, awareness of others and their opinions, the ability to think about abstract future possibilities, and the ability to weigh many alternatives at once. As a consequence, many teenagers will stop using straightforward, global, and concrete self-descriptions when they are younger. As kids, they use physical characteristics like gender, hair color, or whether they’re quick to identify themselves.
Many teenagers have the ability to imagine many “possible selves” that they may become, and the decisions they make may have long-term effects or possibilities. Exploring these options may cause individuals to make sudden changes in how they show themselves when the teenager selects or rejects traits and actions. In addition, when combining their combinational operation with their degree of identification, both men and females exhibit strong positive connections. (Wagner, 1987) This in turn means directing the real self in the direction of the ideal self. The ideal self differs from person to person; many individuals aspire to be the person they want to be, while many others dread becoming the person they do not want to be. Many may find this unsettling, but it may also serve as motivation by demonstrating consistent conduct that aligns with the ideals and distinguishes the feared potential selves.
Our ideal and frightened selves may be simultaneously explored and discovered. In an effort to create their own identities, many young people may observe characteristics in their family members, friends, or other community members and begin to consider what they like and dislike at the same time. Teenagers learn to identify the factors that impact their conduct and how others see them, which leads to a further distinction in their self-concept known as differentiation. Differentiation seems to be completely established by mid-adolescence and peaks when students enter the seventh or ninth grade. Nowadays, identifying contradictory material in one’s self-concept is a frequent cause of anxiety. Nonetheless, by promoting their exploration and growth, it might help a lot of teenagers.
Self-Esteem
Self-esteem is the other component of identity building. By definition, one’s ideas and emotions about one’s identity and self-concept constitute one’s self-esteem. Many views contend that a strong desire to preserve, defend, and improve oneself is a component of self-esteem. Contrary to common opinion, little evidence supports these views, suggesting that teenage self-esteem has significantly declined. The two sexes have distinct levels of self-esteem; women have higher levels of self-esteem when they have supportive friendships. However, women have poor self-esteem when they are unable to meet someone with similar interests and hobbies or when they are unable to get the acceptance of their friends.
Males have varied levels of self-esteem. Males are more focused on defining authority and establishing and claiming their independence regarding self-esteem. This, in turn, enables men to effectively have high self-esteem via the influence of their peers and friends. However, a male’s poor self-esteem may be further exacerbated by a lack of romantic abilities or the inability to sustain another person’s attachment.
Conclusion
Numerous medical experts may use a clinical approach to identity development to provide a secure environment and a satisfying experience for people when evaluating the pain-like sensations impacting their bodies. Additionally, by offering a variety of alternatives in their individualized treatment plans to improve their health and well-being, a thorough awareness of the significance of identity development helps foster positive relationships with patients.
Injury Medical & Functional Medicine Clinic
We associate with certified medical providers who understand the importance of identity formation when assessing individuals dealing with various pain-like symptoms within their bodies. When asking important questions to our associated medical providers, we advise patients to implement small changes to their daily routine to reduce the pain-like symptoms associated with body pains. Dr. Alex Jimenez, D.C., utilizes this information as an academic service. Disclaimer.
References
Kim-Spoon, J., Longo, G. S., & McCullough, M. E. (2012). Parent-adolescent relationship quality as a moderator for the influences of parents’ religiousness on adolescents’ religiousness and adjustment. J Youth Adolesc, 41(12), 1576-1587. https://doi.org/10.1007/s10964-012-9796-1
Koo, H.-Y., & Kim, E.-J. (2016). Vocational Identity and Ego Identity Status in Korean Nursing Students. Asian Nursing Research, 10(1), 68-74. https://doi.org/10.1016/j.anr.2015.11.001
Marcia, J. E. (1966). Development and validation of ego-identity status. J Pers Soc Psychol, 3(5), 551-558. https://doi.org/10.1037/h0023281
Marcia, J. E. (1967). Ego identity status: relationship to change in self-esteem, “general maladjustment,” and authoritarianism. J Pers, 35(1), 118-133. https://doi.org/10.1111/j.1467-6494.1967.tb01419.x
Stattin, H., Hussein, O., Ozdemir, M., & Russo, S. (2017). Why do some adolescents encounter everyday events that increase their civic interest whereas others do not? Dev Psychol, 53(2), 306-318. https://doi.org/10.1037/dev0000192
Explore the connection between developmental disorders and learning disabilities and their impact on education and social skills.
Introduction To Developmental Disorders
When talking about disabilities, whether from health conditions or diseases, many healthcare professionals have to think about two languages crucial to the individual they are assessing. One is person-first language, and the other is identity language. In person-first language, it pertains to how a person places more importance on the individual and their uniqueness. This involves individuals young and old with ADHD or Down syndrome. This is compared to the identity-first language, which often highlights the disorder or disease more than the individual (e.g., autistic child). The goal that many healthcare professionals aim for when treating individuals with disabilities or developmental disorders is to use respectful terminology to reduce social stigma, prejudice, and discrimination.
Many young individuals have their cognitive and social skills evaluated when entering and progressing through school. These evaluations sometimes indicate that a young individual or children might need special assistance with either language or learning to interact with others. Evaluation and diagnosis are the first steps in providing many people with the tools and resources needed to function. However, there are also significant social implications regarding diagnosis and labeling. Many healthcare providers must consider that anyone, young or old, can be misdiagnosed. Once the person receives the diagnosis label, the individual and whoever is in the person’s life have to interpret the person’s actions through that label. For instance, if a child has been misdiagnosed as having a learning disability, it can influence the child’s self-concept. It may be due to difficulties in school that cause children to have trouble at their academic level. This self-fulfilling prophecy causes them to act this way, causing people to predict what will happen come true. Healthcare professionals must pay attention to the power of labels and apply them accurately when assessing patients.
It is also important to consider that people’s difficulties can change over time. An example would be a child who has problems in school that may improve later or grow up to be an adult where these problems are no longer relevant. That person, however, will still have a label for having a learning disability. Even though it is fairly common for children and young individuals to have abnormal behaviors, healthcare providers should recognize that the distinction between abnormal/atypical and normal/typical behavior is not always clear. When evaluating learning disabilities, misdiagnosis may be more of a concern.
When it comes to the diagnosis of developmental disabilities, it is required that a pediatrician, psychologist, psychiatrist, or other accredited professional should assess a child for a developmental disability, as there are many factors to consider. Many common behaviors in children, like temper tantrums, being overly active, being shy, etc., might be misinterpreted as a behavioral disorder like ADHD (attention-deficit/hyperactivity disorder). Therefore, trained professionals use multiple assessments or questionnaires completed by the parent(s) and teacher(s) in conjunction with in-person observations and case history before diagnosing.
Autism Spectrum Disorders
As a common developmental disorder, autism spectrum disorder (ASD) can affect various areas of development, such as communication and behavior, in many individuals. The spectrum is wide and varies from person to person. In the United States, it is estimated that about 1 out of every 36 children or individuals has been diagnosed with autism, covering a wide variety of abilities and symptom expression between high and low functioning. ASD is characterized by age-inappropriate, impaired social communication and may have a complex interaction between genetics, epigenetic, and environmental factors associated with cerebral dysfunction. (Mukherjee, 2017) When it comes to social skills and communication, ASD can impact a person’s language skills as it can become difficult. A person within the autism spectrum may respond to a question by repeating the question, may not respond appropriately, or may not communicate in response at all. Some symptoms for an individual within the autism spectrum may be sensitivity to touch, sound, or visual stimulation. Individuals with autism often view the world differently and learn in unique ways while preferring routines and can become upset when routines are altered. For example, moving furniture or changing the daily schedule can be very upsetting.
There is no single known cause of autism, though research has indicated a possible genetic link. This could be due to the intricate neurobiological mechanisms that correlate with the immune system and neuroinflammation, causing atypical functional connectivity and neurotransmitter alterations. (Rajabi et al., 2024) Luckily, there are holistic approaches to reducing autism symptoms to help improve a person’s quality of life within the spectrum.
Holistic Treatments For Individuals Within The Autism Spectrum
When it comes to holistic treatment approaches for individuals with autism, they can vary for the individual while not affecting their sensory issues. Physical activities and motor skill training can help their mobility and improve movement performance. (Shahane et al., 2024) Additionally, individuals within the autism spectrum could be dealing with abnormal sensitivity and gastrointestinal difficulties that can cause numerous pain-like symptoms in the body. Incorporating and allowing autistic individuals to try out anti-inflammatory foods and prebiotics can help improve the symptoms associated with ASD while reducing the inflammatory effects on their bodies. (Sivamaruthi et al., 2020)
What Are Learning Disabilities?
When a person, both young and old, has an intellectual disability or an intellectual development disability, they could have significant impairment in intellectual and adaptive functioning. This, in turn, generally results in an IQ (intelligence quotient) under 70, which is two standards below the median. This causes deficits within two or more adaptive behaviors that affect everyday general living, causing them to learn slowly in all areas of learning. This is known as learning disabilities.
A learning disability (LD) is a specific impairment of academic learning that interferes with a particular aspect of schoolwork and significantly reduces a person’s educational performance. It can be shown as a major discrepancy between a person’s ability and some achievement features, causing them to be delayed in various academic areas. Many people often confuse the difference between a learning problem and a learning disability, as a learning problem stems from physical, sensory, or motor handicaps or generalized intellectual impairment.
Dyslexia
Dyslexia, one of the most prevalent learning impairments, is characterized by difficulties with reading; fundamentally, many dyslexics struggle to learn how to decode and spell words and to be fluent via phonological representation. In 2020, Snowling et al. This is due to a number of anatomical alterations in the brain that impair the brain’s capacity to integrate data from various RSNs (resting state networks), hence decreasing its neuroplasticity. (Munzer and others, 2020) Reading experts are used in several therapies to assist address the patient’s troublesome regions.
Dysgraphia
One writing impairment that is often linked to dyslexia is dysgraphia. The word is often used to refer to all abnormalities of written language. Phonological dysgraphia and orthographic dysgraphia are the two forms of dysgraphia. When someone has phonological dysgraphia, they are unable to write words using their phonemes. Conversely, those with orthographic dysgraphia are able to spell words that are spelled consistently but not sporadically. When writing with a pen or pencil, some people with dysgraphia may have problems controlling their movements and producing letters.
Dyscalculia
A kind of math-related handicap known as dyscalculia is characterized by challenges with learning math-related concepts (including amount, place value, and time), remembering math-related information, and comprehending how problems are structured on paper. This, in turn, leads to a lot of people in school having bad experiences and consistently failing at math assignments, which breeds failure anxiety and lowers self-esteem. In 2019, Haberstroh and Schulte-Korne When working with numbers, this leads to problems with working memory. The smaller and less active parietal lobes may be the cause of this, which would explain the unusual patterns of mathematical cognitive performance. Dowker (2024)
Optimizing Your Wellness-Video
Attention-Deficit/Hyperactivity Disorder (ADHD)
A person with attention-deficit/hyperactivity disorder (ADHD) struggles with both cognitive and physical skills. Smaller brain structures may lead to patterns of impulsive, hyperactive, and inattentive behavior, which can alter neurotransmitters and disrupt regular brain function. (The Brain and ADHD, 2017)
The following are some indications of inattention:
Task difficulty and avoidance
Not heeding directions
Organizing poorly
Being easily distracted and not paying enough attention to details
Ignorance.
Excessive movements are a hallmark of hyperactivity in ADHD, including:
Uneasy
Having difficulties staying still
When not acceptable, running and climbing on objects
blurring out answers
Waiting problems
disturbing and encroaching on other people’s space.
Adults or children who are energetic often come across as noisy. They have social and intellectual difficulties as a result of this throughout their lives. Those with ADHD are more likely to get bad grades, perform poorly on standardized tests, be expelled more often, and drop out of school during the academic year than their peers without ADHD.
Causes of ADHD
Numerous twin and family studies suggest that heredity is a major factor in the development of ADHD. According to several studies, gender, exposure to environmental variables, and the diagnosis of an ADHD subtype may all function as modifiers of the development of ADHD. (Gizer and others, 2009) The modulation of the neurotransmitter dopamine is believed to be one of the particular genes implicated in ADHD. Brain imaging studies have shown anomalies in the frontal lobes, a part of the brain where dopamine is abundant, in people with ADHD. When undertaking mental activities, those with ADHD will have decreased frontal brain activity since the frontal lobe regulates behavior. Thus, part of the hyperactive, uncontrollable behavior associated with ADHD may be explained by anomalies in this area.
It has been suggested that some environmental elements, such as sugar and artificial coloring, might make people more hyperactive. For this reason, many individuals choose to cut them in order to lessen the symptoms of ADHD. However, a number of research have compared the effects of cigarette smoke exposure on the development of severe ADHD symptoms in the fetus. (Linnet and others, 2003)
ADHD Treatment
The most popular therapy for ADHD is stimulant medication, while non-surgical therapies and lifestyle modifications may also help lessen symptoms. Although many people believe that using stimulant medicine is contradictory, it may assist persons with ADHD concentrate by activating the undeveloped prefrontal and frontal lobes of the brain. Consequently, this aids in managing the adverse impacts of ADHD.
Cognitive and motor functions may be enhanced by physical exercise and non-pharmaceutical therapies. Jansen & Ziereis (2015) Simultaneously, cognitive behavioral therapy is a popular non-surgical treatment that may assist individuals in being conscious of their thinking patterns and changing them from negative to positive. As part of their treatment approach, many medical experts might combine CBT with medication. It is most advantageous because the drug facilitates behavior change more rapidly, which speeds up the learning process for long-term behavioral changes via cognitive behavioral therapy. People with developmental disorders and learning impairments may have a personalized treatment plan to enhance their quality of life on their path toward health and wellness by implementing minor adjustments and employing a variety of therapy choices.
Injury Medical & Functional Medicine Clinic
We associate with certified medical providers who understand the importance of the various effects of developmental disorders and learning disabilities affecting the body. While asking important questions to our associated medical providers, we advise patients to implement small changes to their daily routine to reduce the symptoms affecting their bodies. Dr. Alex Jimenez, D.C., envisions this information as an academic service. Disclaimer.
Dowker, A. (2024). Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities. Children (Basel), 11(6). https://doi.org/10.3390/children11060623
Gizer, I. R., Ficks, C., & Waldman, I. D. (2009). Candidate gene studies of ADHD: a meta-analytic review. Hum Genet, 126(1), 51-90. https://doi.org/10.1007/s00439-009-0694-x
Haberstroh, S., & Schulte-Korne, G. (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114. https://doi.org/10.3238/arztebl.2019.0107
Linnet, K. M., Dalsgaard, S., Obel, C., Wisborg, K., Henriksen, T. B., Rodriguez, A., Kotimaa, A., Moilanen, I., Thomsen, P. H., Olsen, J., & Jarvelin, M. R. (2003). Maternal lifestyle factors in pregnancy risk of attention deficit hyperactivity disorder and associated behaviors: review of the current evidence. Am J Psychiatry, 160(6), 1028-1040. https://doi.org/10.1176/appi.ajp.160.6.1028
Munzer, T., Hussain, K., & Soares, N. (2020). Dyslexia: neurobiology, clinical features, evaluation and management. Transl Pediatr, 9(Suppl 1), S36-S45. https://doi.org/10.21037/tp.2019.09.07
Rajabi, P., Noori, A. S., & Sargolzaei, J. (2024). Autism spectrum disorder and various mechanisms behind it. Pharmacol Biochem Behav, 245, 173887. https://doi.org/10.1016/j.pbb.2024.173887
Shahane, V., Kilyk, A., & Srinivasan, S. M. (2024). Effects of physical activity and exercise-based interventions in young adults with autism spectrum disorder: A systematic review. Autism, 28(2), 276-300. https://doi.org/10.1177/13623613231169058
Sivamaruthi, B. S., Suganthy, N., Kesika, P., & Chaiyasut, C. (2020). The Role of Microbiome, Dietary Supplements, and Probiotics in Autism Spectrum Disorder. Int J Environ Res Public Health, 17(8). https://doi.org/10.3390/ijerph17082647
Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxf Rev Educ, 46(4), 501-513. https://doi.org/10.1080/03054985.2020.1765756
Ziereis, S., & Jansen, P. (2015). Effects of physical activity on executive function and motor performance in children with ADHD. Res Dev Disabil, 38, 181-191. https://doi.org/10.1016/j.ridd.2014.12.005
Gain insights with this overview of Maslow’s hierarchy of needs from a clinical approach, enriching psychological perspectives.
The Humanistic Perspective
Because of behaviorism and psychoanalytic theory, the humanistic viewpoint gained popularity in the middle of the 20th century. Humanism is the term used to describe those who stress human potential and the capacity for change. The notion of biological determinism, which holds that the majority of human traits, both mental and physical, are predetermined from conception, is simultaneously rejected by humanism. The humanistic viewpoint stresses a person’s innate desire for creativity and self-actualization and focuses on how individuals grow. The idea that development is seen as an ongoing process that is influenced more by an individual’s social and environmental conditions than by genetics or other natural causes is also fundamental to the humanistic viewpoint. The use of the human viewpoint in a therapeutic setting was examined by several prominent humanistic thinkers, including Abraham Maslow and Carl Rogers. In addition to enabling a better understanding of pain, suffering, and emotions, this guarantees a more optimistic approach to enhance patient and nurse practitioner results. (Boston-Leary et al., 2024)
The development potential of healthy people was the subject of research by American humanistic psychologist Abraham Maslow (1908–1970). According to him, individuals aspire to self-actualization and begin accepting both themselves and other people for who they are. He saw that a lot of individuals were able to enjoy themselves and live comparatively guilt-free while also losing inhibitions.
Maslow’s hierarchy of needs is a psychological theory that explains a pattern by which human motivations often emerge at the following level by enabling the person to be fully satisfied with the previous level. As a result, many individuals start using it to encourage action. Several distinct underlying systems constitute the basis of motivation in Maslow’s hierarchy of wants; certain motivations are generated and given precedence over others. (Kenrick et al., 2010) Our knowledge of the self has also been substantially enhanced by Maslow’s ideas. The five levels of Maslow’s hierarchy of needs—physiological necessities, safety, love and belonging, esteem, and self-actualization—allow people to evolve. These five phases show how a person develops in order to meet their most basic requirements.
Physiological Needs
The primary physical need for human life, according to Maslow, are physiological needs, which include food, water, sleep, shelter, sex, and maintaining bodily homeostasis. In order to be motivated by the next level of demands, many individuals must have their physiological needs—such as breathing, eating, drinking, or sleeping—met. As they exhibit stability and endurance and adjust to the changing demands of the healthcare system, many nurses in a healthcare context move away from physiological needs and safety. (Hayre-Kwan et al., 2021)
Safety
Safety, the second stage, takes over and becomes a dominating behavior if a person’s physiological demands are addressed and mostly satisfied. This may be achieved via working, saving money, and looking for safe havens. That individual has time to consider their desires once they are content and feel secure. However, many people may experience or re-experience post-traumatic stress disorder (PTSD) or transgenerational trauma when physical safety is lacking due to environmental factors like war, natural disasters, family violence, childhood abuse, or institutional racism. For this reason, safety needs must include mental, emotional, financial, and physical security.
Another example of how environmental variables impact safety is economic safety, which may be impacted by a financial crisis and a lack of employment prospects. In the absence of economic safety, it must show itself in things like a need for work stability, grievance processes to shield individuals from unjustified power, insurance plans, savings accounts, etc. Since children typically need to feel protected, this level of Maslow’s hierarchy of needs tends to prevail in their lives.
Love & Belonging
Maslow’s hierarchy of wants places love and belonging at stage three. Intimacy, companionship, and a sense of belonging are all necessary for love and belonging. Many individuals want to join a club or be a part of a society where they may be near their friends and relatives. Maintaining a positive nurse-patient connection in a healthcare context requires professionals to provide affection and belonging to people who are experiencing pain-like sensations. In addition to giving the person a good outlook to lessen their suffering, this will guarantee that their needs and desires are acknowledged. (Xu et al., 2021) During childhood, the desire for love and belonging is very strong and might take precedence over the need for protection. Children who attach to abusive parents exhibit this as a bad problem. Hospitalization, neglect, shunning, or ostracism are examples of deficiencies in this level of Maslow’s hierarchy that may negatively impact a person’s capacity to establish and sustain emotionally meaningful connections. Furthermore, a person’s growth may be greatly impacted by these adverse events.
Esteem
The fourth level of Maslow’s hierarchy is esteem, which is the universal human need to be respected and accepted by others. Since everyone wants to be someone at this point, a lot of individuals search for peer regard, self-confidence, and esteem. For instance, someone with money would purchase a high-end watch, while someone with a brain would be able to write, ponder, or even work a lot. The drive to compete and achieve at the top level is the cause of this. At the same time, a lot of individuals will often pursue a career or pastime because ego demands like status or respect are met by these pursuits. Since most individuals desire to feel valued, many will worry about receiving respect, prestige, significance, and acknowledgment from others. The desire for self-respect and self-esteem follows from this. Lack of positive reinforcement, however, may have an impact on a person’s self-esteem and their ability to improve. therefore taking care of the fundamental problems that are hurting and upsetting them in 2025. (Carroll et al., 2025)
Self-Actualization
Maslow’s hierarchy of needs places self-actualization at the top. Reaching the lowest levels of needs—such as having the ability to eat, sleep, feel secure, fit in with a group, and yet feel unique—is necessary for individuals to reach the greatest level of their existence. At the greatest level, we are able to relax, be creative, and accept things as they are. Even when there is no longer any pressure on particular requirements, it is still possible for any of the needs at lower levels to stay low. Self-actualization is the drive to become the best version of oneself by completing the tasks at hand. Humanistic theory defines self-actualization as a condition of self-fulfillment when individuals are able to reach their full potential in a way that is unique to them. Many people may have a highly distinct perception of or concentrate on this desire. There are several instances, such as:
Someone who is driven to become the perfect parent
Someone who wants to express themselves via sports
Someone who used their skills and abilities to create art as a means of self-expression.
Questions of the Hierarchal Status
When talking about human behavior, Maslow’s hierarchy of needs serves as a crucial basis for comprehending the relationship between drive and motivation. As one moves up the ladder, each requirement is shown in the levels that call for motivation. Numerous significant problems begin to surface while examining the hierarchical structure.
The first concern is the path of advancement when a person advances both within and between levels. Maslow first highlighted the need of attending to lower-level needs before moving on to higher-level requirements. This original idea gave rise to an understanding of how different people are in how they see and value each fundamental need. For instance, females may prioritize their reproductive requirements above those of other people. According to Maslow, satisfying every need is not a prerequisite for fulfilling needs at a higher level. The next level of demands takes precedence after a person’s fundamental, lower-level wants have been mostly met. Higher-level wants, like self-actualization, might be satisfied before certain lower-level needs are completely satisfied.
Whether a person climbs unidirectionally from the base of the pyramid to the summit is a second, related topic. Multidirectional mobility throughout the phases is conceivable because a person’s requirements at a given period of life may be influenced by a variety of variables. In light of being laid off, an employee who is considering raising a family—the third stage of Maslow’s hierarchy—may need to concentrate on the second level, safety. The second and third levels of Maslow’s hierarchy of needs would take unemployment into account, even if this worker had created a feeling of safety and security. Because human existence and progress are dynamic rather than static, the hierarchy must allow for this fluctuation, which is why it is significant. The main idea behind Maslow’s theory is that because self-actualization is the aim, fundamental needs must be satisfied before one is inspired to pursue higher-level wants. This encourages the person to evaluate every need that must be met in order to achieve self-actualization with a positive connection. (Taormina & Gao, 2013) People will see improvements in their bodies and mentalities as well as better lifestyles as they begin to incorporate Maslow’s hierarchy of needs into their daily routines.
Injury Medical Chiropractic & Functional Medicine Clinic
We collaborate with licensed healthcare professionals who apply Maslow’s hierarchy of needs to our patients’ pain and suffering in a clinical setting. In addition to posing crucial queries to our affiliated healthcare professionals, we counsel individuals to incorporate minor adjustments into their everyday schedules and provide them a secure environment.This material is envisioned as an academic service by Dr. Alex Jimenez, D.C. Disclaimer.
References
Boston-Leary, K., Alexander, G. R., & Davis, S. (2024). Leveraging Maslow’s Hierarchy of Needs to Build Nursing’s More Inclusive Future. Nurs Adm Q, 48(1), 55-64. https://doi.org/10.1097/NAQ.0000000000000613
Carroll, A., Collins, C., & McKenzie, J. (2025). Physician wellbeing in a national rehabilitation hospital, a qualitative study utilizing Maslow’s hierarchy of needs as a framework for analysis. BMC Health Serv Res, 25(1), 175. https://doi.org/10.1186/s12913-025-12310-x
Hayre-Kwan, S., Quinn, B., Chu, T., Orr, P., & Snoke, J. (2021). Nursing and Maslow’s Hierarchy: A Health Care Pyramid Approach to Safety and Security During a Global Pandemic. Nurse Lead, 19(6), 590-595. https://doi.org/10.1016/j.mnl.2021.08.013
Kenrick, D. T., Griskevicius, V., Neuberg, S. L., & Schaller, M. (2010). Renovating the Pyramid of Needs: Contemporary Extensions Built Upon Ancient Foundations. Perspect Psychol Sci, 5(3), 292-314. https://doi.org/10.1177/1745691610369469
Taormina, R. J., & Gao, J. H. (2013). Maslow and the motivation hierarchy: measuring satisfaction of the needs. Am J Psychol, 126(2), 155-177. https://doi.org/10.5406/amerjpsyc.126.2.0155
Xu, J. X., Wu, L. X., Jiang, W., & Fan, G. H. (2021). Effect of nursing intervention based on Maslow’s hierarchy of needs in patients with coronary heart disease interventional surgery. World J Clin Cases, 9(33), 10189-10197. https://doi.org/10.12998/wjcc.v9.i33.10189
Can healthcare professionals implement H.E.A.R.T. protocols for trafficked individuals while providing a safe space?
Introduction
Across the world, many local media and organizations are paying close attention to a phenomenon that many people should be aware of. This phenomenon is known as trafficking, and it can be associated with numerous activities, from forced labor to sex labor, and can affect a person’s sense of self-worth. While many people will correlate that trafficking affects many women and children, it can affect many individuals regardless of age, gender, and background. While many survivors of trafficking are dealing with the psychological and physical injuries that they obtain from their traffickers, many medical professionals can implement protocols and roles through the implementation of H.E.A.R.T. to provide a safe space for individuals suffering from trafficking. Today’s article focuses on the definition of trafficking, what H.E.A.R.T. is, and how it is used in a clinical setting. We discuss with certified associated medical providers who consolidate our patients’ information to assess and identify trafficking in a clinical approach while providing a safe space. We also inform and guide patients while asking their associated medical provider intricate questions to formulate customized treatment plans for their pain and provide them with a safe space and positive experience. Dr. Jimenez, D.C., includes this information as an academic service. Disclaimer.
The Definition Of Trafficking
When it comes to defining trafficking, it can be challenging as it is frequently associated with other issues. However, the main definition for trafficking is “recruiting, transporting, transferring, or harboring many individuals or a person that are threatened or forced to achieve the consent of a person having control of the individuals for exploitation.” With human trafficking being a pressing public concern that affects all races, social classes, demographics, and genders, it can impact society and the individual who is being trafficked. (Toney-Butler et al., 2024) Additionally, many people often mistake trafficking and smuggling as they are completely different. Smuggling requires a person to be transported into a nation through voluntary illicit means. While trafficking can come in two forms, which are labor and commercial sex, it can happen within the person’s own home. (Rambhatla et al., 2021) This is because many survivors who are going to get healthcare services will feel various emotions of fear or shame that can prevent them from asking for help due to what they have been through with their trafficker. However, when many individuals who are trafficking survivors are suffering from significant physical, mental, and social health problems and are seeking healthcare services, many healthcare professionals play an important role by creating a safe and responsive space for them. (The Lancet Regional Health-Western, 2022)
Beyond the Surface: Understanding the Effects of Personal Injury- Video
What is H.E.A.R.T In A Clinical Setting
When it comes to creating a safe and positive space in a clinical setting, many healthcare professionals often miss the signs of trafficking due to a lack of training or confidence to identify and treat patients who are trafficking victims. (Lee et al., 2021) However, healthcare protocols should be implemented, and H.E.A.R.T. should be incorporated into a clinical approach to assess and develop a customized treatment plan for the patient. Healthcare professionals can engage with the patient in a one-on-one discussion away from their trafficker and can offer important medical and psychological care resources. (Exeni McAmis et al., 2022) By incorporating H.E.A.R.T. protocols in a healthcare clinic, many doctors and medical professionals can help many patients be in a safe environment. Below is what H.E.A.R.T. stands for.
H-Hearing
The “H” in H.E.A.R.T. is for hearing as many medical professionals not only to hear but to see what is going on in the clinic and to establish environmental awareness. This is due to looking at the patient and who is accompanied by them. With healthcare providers being at the front, they interact with patients and may not know what health concerns are affecting them. This could be due to the following:
By incorporating the hearing aspect in H.E.A.R.T., many healthcare professionals can provide a safe, thoughtful, and engaging approach to the patient and know what to look for when a patient is coming in for treatment.
E-Evaluating
The “E“ in H.E.A.R.T. is used to evaluate its importance in enhancing patient interactions in a trauma-informed care facility. This is highly important because the individual is seeking health care. For the patients being trafficked, it is important to notice the red flags the individual is experiencing. Some of the red flags that many healthcare providers should look for are:
Physical health
Behavioral Health
The patient is with a controlling person
The patient does not have possession of their I.D.
Additionally, it is always important to show compassion, be sensitive to the individual while addressing their needs and concerns, and use a non-judgmental approach during the interview process. This helps the individual ensure they are in a safe environment when discussing sensitive topics. At the same time, it is important not to let the patient be re-traumatized while avoiding the impulse to rescue and overpromise the patient to mental health as we want them to have their self-worth. At the same time, it is best to remember the four “Rs“ when doing a trauma-informed approach; they are:
Realize: Understanding how trauma can affect people.
Recognize: Recognizing the signs of trauma.
Respond: Have all staff trained, use evidence-based practices, and provide a safe environment.
Resist Re-trauma: Recognizing how some practices may trigger painful memories while avoiding re-traumatizing the patient.
By implementing the four “Rs“ and the “E“ in H.E.A.R.T., many healthcare professionals can provide valuable resources to trafficking survivors with a strong support system.
A-Activating
The “A“ in H.E.A.R.T. stands for activating, where healthcare professionals must have proper protocols to engage all employees. This allows the healthcare providers to understand how beneficial it is to develop a protocol for a person who is being trafficked, understand their state and federal reporting laws, and list key elements of effective trauma-informed screening procedures when assessing the patient. This allows a foundational structure to support a response for suspected patients who are being trafficked. At the same time, by following HIPAA laws and organization policies, many healthcare providers must explain the reporting process to the right officials. Additionally, the benefits of developing a protocol for trafficking are by:
Clarifying procedures
Enhance staff training
Optimize the interactions with the trafficking patients
Improve staff confidence
Prepare for any threatening situations
Maximizing preparedness to aid trafficking patients
Optimize support for patients
Develop collaborative outside resources
R-Resourcing
The “R“ in H.E.A.R.T. stands for resourcing, as many healthcare providers must identify the referral systems. This allows healthcare professionals to understand the important message to convey when assessing trafficking victims and the importance of responding to safety, emergency, and reporting requirements. When assessing and interviewing the patient, many will have to recognize that their patient may be a possible victim of trafficking, what their immediate needs are, and what long-term resources can help.
T-Training
The “T” in H.E.A.R.T. stands for training, as it is important that many healthcare providers continuously train to spot trafficking; this provides confidence to many healthcare workers and can help save a person’s life. By implementing H.E.A.R.T. protocols, the “T” allows the doctor to respect the individual’s decision to want help, providing a positive support system while encouraging them to come back, offering to help with a safety plan, and building a resource network. This is because if the patient is accompanied by someone who is controlling and answering for the patient, handing out information discreetly can provide a bit of hope to the individual to make the move. At the same time, providing local and immediate assistance resources can help the individual in the long run. This allows healthcare providers to build a trusting relationship and even help individuals to have a safe and positive experience on their health and wellness journey.
References
Exeni McAmis, N. E., Mirabella, A. C., McCarthy, E. M., Cama, C. A., Fogarasi, M. C., Thomas, L. A., Feinn, R. S., & Rivera-Godreau, I. (2022). Assessing healthcare provider knowledge of human trafficking. PLOS ONE, 17(3), e0264338. https://doi.org/10.1371/journal.pone.0264338
Gutfraind, A., Yagci Sokat, K., Muscioni, G., Alahmadi, S., Hudlow, J., Hershow, R., & Norgeot, B. (2023). Victims of human trafficking and exploitation in the healthcare system: a retrospective study using a large multi-state dataset and ICD-10 codes. Front Public Health, 11, 1243413. https://doi.org/10.3389/fpubh.2023.1243413
Lee, H., Geynisman-Tan, J., Hofer, S., Anderson, E., Caravan, S., & Titchen, K. (2021). The Impact of Human Trafficking Training on Healthcare Professionals’ Knowledge and Attitudes. J Med Educ Curric Dev, 8, 23821205211016523. https://doi.org/10.1177/23821205211016523
Rambhatla, R., Jamgochian, M., Ricco, C., Shah, R., Ghani, H., Silence, C., Rao, B., & Kourosh, A. S. (2021). Identification of skin signs in human-trafficking survivors. Int J Womens Dermatol, 7(5Part B), 677-682. https://doi.org/10.1016/j.ijwd.2021.09.011
How do healthcare professionals provide a clinical approach in the role of nursing to reducing pain in individuals?
Introduction
The practice of Registered Nurses (RN), Advanced Practice Registered Nurses (APRN), and Licensed Practical Nurses (L.P.N.) is governed by the Nurse Practice Act. Nurses working in the specializations above must keep up their practice skills and knowledge, which includes familiarity with the rules and regulations that pertain to their profession. Practicing practical nursing is authorized for Licensed Practical Nurses (L.P.N.s). Today’s article looks at the role of nursing. We discuss with certified associated medical providers who consolidate our patients’ information to assess any pain or discomfort they are experiencing. We also inform and guide patients while asking their associated medical provider intricate questions to integrate into their personalized treatment plan to manage the pain. Dr. Jimenez, DC, includes this information as an academic service. Disclaimer.
The Roles In Nursing
The Nurse Practice Act describes practical nursing as “the performance of selected various actions, including the administration of numerous treatments and medications, in the care of the ill, injured, and providing the promotion of wellness, health maintenance and prevention of illnesses while following under the direction of a registered nurse, a licensed physician, osteopathic physician, podiatric physician, or a licensed dentist.” It was revised in 2014 and now teaches broad health and wellness concepts to non-nursing students and the public. The main goal for an RN is to complement the access to health care for individuals in pain or who are dealing with chronic issues. (Cassiani & Silva, 2019)
Many individuals are under the supervision of a registered nurse, doctor, or dentist, individuals who have completed a prelicensure practical nursing education program approved by the Board, a professional nursing education program, and graduate practical nursing students qualifying as professional nursing students; however, licensed practical nurses who have not completed the specified course under Rule 64 B9-12.005, FAC, may perform a limited scope of intravenous therapy. This range consists of:
Intravenous Therapy Within the Scope of the Practical Nurse:
Calculate and adjust the flow rate of IV therapy.
Observe and report both subjective and objective signs of various reactions to IV administration to the patient.
Must inspect the insertion site, change the dressing, and remove the intravenous needle or catheter from the peripheral veins
Hanging bags or bottles of hydrating fluid.
Intravenous Therapy Outside the Scope of the Practical Nurse:
Initiation of blood and blood products
Initiation or administration of cancer chemotherapy
Initiation of plasma expanders
Initiation of administration of investigational drugs
Making IV solution
IV pushes, except for heparin flushes and saline flushes
It is appropriate for licensed practical nurses to provide treatment for patients undergoing such therapy, even though this rule restricts the practice of licensed practical nurses. 64B-12.005 Requirements for Competency and Knowledge required for the LPN to be qualified to give IV therapy. If the IV Therapy Course Guidelines published by the National Federation of Licensed Practical Nurses Education Department are completed, an LPN may be certified to administer IV therapy. The LPN can take part in further training to provide IV therapy via central lines while supervised by an RN. “The Central Lines. The Board acknowledges that a Licensed Practical Nurse, as defined in subsection 64B9-12.002, FAC, may provide intravenous therapy via central lines under a registered professional nurse’s supervision with the necessary education and training. Four hours of instruction is the minimum required for appropriate education and training. The thirty hours of education for intravenous therapy needed for this rule’s subsection may include four hours of training. At the very least, didactic and clinical practicum instruction in the following areas must be included in the education and training mandated by this subsection:
Central venous anatomy and physiology
CVL site assessment
CVL dressing and cap changes
CVL flushing
CVL medication and fluid administration
CVL blood drawing
CVL complications and remedial measures
The Licensed Practical Nurse will be evaluated on clinical practice, competency, and theoretical knowledge and practice after completing the intravenous therapy course via central lines. A Registered Nurse must witness the clinical practice assessment and file a proficiency statement on a Licensed Practical Nurse. The Licensed Practical Nurse will be evaluated on clinical practice, competence, and theoretical knowledge and practice. A Registered Nurse who oversees the clinical practice assessment must sign a proficiency statement attesting to the Licensed Practical Nurse’s competence in administering intravenous treatment through central lines. The applicant’s Licensed Practical Nurse personnel file must contain the proficiency statement. 64B9-12.005 code.
Professional nursing is practiced by registered nurses (RNs). The Nurse Practice Act defines this as “the performance of those numerous acts requiring substantial specialized knowledge, judgment, and nursing skill based upon the applied principles of psychological, biological, physical, and social sciences.” Professional nursing goes beyond hands-on care to include nursing diagnosis, planning, supervision, and training other staff members in the theory and execution of any tasks mentioned above. Additionally, nurses must use numerous experiences to assist patients with an understanding of empathy to make them feel comfortable and safe. (Torres-Vigil et al., 2021)
Delegations & Certificates For Nursing
The delegation of responsibilities to another healthcare provider or a competent unlicensed individual is permitted by the Florida Nurse Practice Act. When assigning a task or activity, the registered nurse (RN) or licensed practical nurse (L.P.N.) must consider appropriateness. They had to consider the possibility of patient injury, the difficulty of the work, the outcome’s predictability or unpredictability, and the resources—including staff and equipment—available in the patient environment. The RN and the LPN may assign tasks outside the supervising or delegating nurse’s scope of practice. These tasks include determining the nursing diagnosis or interpreting nursing assessments, developing the plan of care, establishing the goals of nursing care, and assessing the progress of the care plan. The role of nursing is to promote advocacy and create a direct relationship with patients. (Ventura et al., 2020)
464.0205 Retired Volunteer Nurse Certificate
A retired practical or registered nurse may apply for a retired volunteer certificate from the Board of Nursing to work with underprivileged, impoverished, or critically ill populations. They are directly supervised by a physician, advanced practice registered nurse, registered nurse, director of a county health department, and:
Provides services under the certificate only in sponsored settings that the Board has approved
The scope of practice for a certified volunteer is limited to primary and preventive health care by the Board.
A retired volunteer nurse shall not:
Administer controlled substances
Supervise other nurses
Receive monetary compensation
464.012 Advanced Practice Registered Nurse (APRN)
“The Barbara Lumpkin Prescribing Act” was proposed towards the end of 2018. This Act helps many practitioners convert a certificate to a license, and it takes effect on October 1, 2018. This Act established a transition timeline and process for practitioners certified as advanced registered nurse practitioners or clinical nurse specialists as of September 30, 2018, to practice as advanced practice registered nurses (APRNs). Until the department and Board complete the transition from certification to licensure, established under this Act, an advanced registered nurse practitioner who is holding a certificate to practice on September 30, 2018, may continue to practice with all the rights, authorizations, and responsibilities under this licensure section as an advanced practice registered nurse. They may also use the applicable title under s.464.015 after this Act’s effective date.
The Board of Nursing requires the following to establish an APRN license:
A nurse who wants to become an advanced practice registered nurse must apply to the APRN department, provide documentation that they meet the requirements set out by the Board, and have a valid license to practice professional nursing or an active multistate license to practice professional nursing by s. 464.0095.
Accreditation by a relevant specialty board. To become a certified nurse in any nursing department and to renew your current state license, you must first obtain this certification. For a duration deemed suitable for preparing for and passing the national certification examination, the Board may, by rule, grant certified registered nurse anesthetists, clinical nurse specialists, certified nurse practitioners, psychiatric nurses, and certified nurse midwives provisional state licensure.
Completing a master’s program in a clinical nursing specialty field and training in particular practitioner skills. For candidates who will graduate on or after October 1, 1998, paragraph (4)(a) requires completion of a master’s degree program to be eligible for initial certification as a certified nurse practitioner.
The Board of Nursing defines APRN’s role/duties:
Prescribe, dispense, administer, or order any medication; however, an advanced practice registered nurse is only permitted to prescribe or dispense the controlled substance as specified in s.893.03 if they have completed a master’s or doctoral program that provides training in specialized practitioner skills and leads to a master’s or doctoral degree in clinical nursing.
Initiate appropriate therapies for certain conditions.
Performed additional functions as may be determined by rule under s.464.003.
Order diagnostic tests and physical and occupational therapy.
Order any medication for administration to a patient in a facility.
Beyond the general duties mentioned in subsection (3), an APRN is qualified to carry out the following tasks within their area of expertise:
Within the confines of established protocol, the certified nurse practitioner may carry out any or all of the following actions:
Manage selected medical problems.
Order physical and occupational therapy.
Initiate, monitor, or alter therapies for certain acute illnesses.
To monitor and manage patients with stable chronic diseases.
Established behavioral problems and diagnoses and made treatment recommendations.
The Stature goes on to define the functions of anesthetists and nurse midwives. Refer to the Statue for more details.
Obtaining & Maintaining Nursing License
A license may be acquired through testing, endorsement, or the Nurse Licensure Compact’s enactment. Upon application and a non-refundable payment fee determined by the Board, the department will grant the necessary license by endorsement to engage in professional or practical nursing to the applicant who can provide proof to the Board that they:
Possesses a valid license to practice professional or practical nursing in another state or territory in the United States, provided that the requirements for licensure in that state were either more stringent or substantially equivalent to those in Florida when the applicant obtained their original license.
Fulfills the requirements outlined in s.464.008 for licensing and has passed a state, regional, or national exam that is at least as difficult as the one administered by the department.
Has spent two of the previous three years actively practicing nursing in a different state, territory, or jurisdiction within the United States without having any action taken against their license by any jurisdiction’s licensing body. Under this paragraph, applicants who obtain a permit must finish a board-approved Florida laws and rules course within six months of receiving their license. After reviewing the findings of the national criminal background check, the applicant will be granted the relevant license by endorsement as soon as the department determines that the applicant has no criminal history.
It will be assumed that any exams and requirements from other US states and territories are roughly the same or more demanding than those from this state. This assumption will materialize on January 1, 1980. The Board may, however, establish rules designating some states and territories, the qualifications and exams for which shall not be deemed to be substantially similar to those of this state.
When an individual submission of the appropriate application and fees, as well as the successful completion of the criminal background check that is required under subsection (4), an applicant for licensure by endorsement who is relocating to this state due to the official military orders of their spouse with a military connection and who is a member of the Nurse Licensure Compact in another state will have all the requirements satisfied.
The applicant must submit a set of fingerprints to the department on a form and per departmental rules. The applicant must also pay the department a sum equal to the expenses the Department of Health paid for the applicant’s criminal background check. For a statewide criminal history check, the Department of Health will send the applicant’s fingerprints to the Florida Department of Law Enforcement, and the Florida Department of Law Enforcement will forward the fingerprints to the FBI for a nationwide criminal history check. When an applicant satisfies all other requirements for licensure and has no criminal record, the Department of Health will review the results of the criminal history check, issue a license, and refer all other applicants who have a criminal history back to the Board for a decision on whether or not to issue a permit and under what circumstances.
Until the investigation is finished, at which point the requirements of s.464.018 will take effect, the department will not grant an endorsement license to any applicant who is being investigated in another state, jurisdiction, or territory of the United States for an act that would violate this part or chapter 456. After completing all necessary data collection and verification, the department will issue a license within 30 days. It will also develop an electronic applicant notification process and provide electronic notifications upon application receipt and completion of background checks. Suppose the applicant must appear before the Board because of information on their application or because of screening, data gathering, and verification procedures. In that case, the 30-day license issuance time will be extended. The qualifications for licensure by endorsement in this section do not apply to an individual with an active multistate license in another state under s. 464.0095.
Licensure By Examination
Anyone who wants to take the licensing exam to become a registered nurse must apply to the department. The department will assess each candidate who:
The applicant has fulfilled the requirements by filling out the application form and paying the $150 fee set by the Board. Additionally, they have paid the $75 examination fee set by the Board and the actual cost per applicant to the department for purchasing the exam from the NCSBN (National Council of State Boards of Nursing) or a comparable national organization.
Possesses enough information as of October 1, 1989, or later, which the department needs to provide to conduct a statewide criminal records correspondence check with the Department of Law Enforcement.
Possesses a high school diploma or its equivalent, is in good mental and physical health, and has fulfilled the prerequisites for:
Graduation from an approved program
Graduation from a pre-licensure nursing education program equivalent to an approved program determined by the Board.
Graduated on or after July 1, 2009, from an accredited program
Graduation before July 1, 2009, from a pre-licensure nursing education program whose graduates were eligible for examination.
Completing courses in a professional nursing education program may satisfy the educational criteria for licensing as a licensed practical nurse. Possesses the ability to communicate in English, as assessed by a department exam. Unless rejected by s.464.018, any applicant who passes the exam and has completed the educational requirements listed in subsection (1) is eligible to become a licensed practical nurse or registered professional nurse, as the case may be.
Regardless of the jurisdiction in which the examination is administered, any applicant who fails the test three times in a row will need to finish a remedial course approved by the Board to be eligible for reexamination. The candidate may be permitted to attempt the test up to three times after completing the remedial course before being forced to undertake remediation. After the remedial process, the applicant has six months to petition for a reexamination. By regulation, the Board will set requirements for remedial education.
An applicant who completes an approved program must be enrolled in and complete a board-approved licensure examination preparing course if they choose not to take the license examination within six months of graduation. The applicant cannot use federal or state financial aid to cover any course-related expenses; they are solely responsible for covering them. The Board will set rules for the preparatory courses for licensing exams. Section 464.0095 exempts an individual from the licensure requirements if they currently have an active multistate license in another state (2).
Licensure Upon Enactment of the Nurse Licensure Compact
Florida passed the Nurse Licensure Compact into law. This allows nurses to participate in 26 states’ licensing compacts. The call to remove the burdensome and redundant system of duplicate licensure and to advance public safety and health advantages led to the enactment of this law. The official statement is as follows:
“This agreement becomes operative and legally binding on December 31, 2018, whichever comes sooner, or on the day it is enacted into law by at least 26 states. Within six months following the implementation date of this compact, any member states that were also parties to the previous Nurse Licensure Compact (“prior compact”) that this compact replaced are considered to have withdrawn from the previous compact.”
Until a party state is withdrawn from the prior compact, each party state to this one shall respect a nurse’s multistate licensure privilege to practice in that party state granted under the preceding compact. Any party state may opt out of the compact by passing a law canceling it. A party state’s departure becomes effective six months after the repealing Act is passed. Any cooperative arrangement, including nurse licensure agreements, between a party state and a nonparty state that complies with the other conditions of this compact remains valid and unaffected by this compact. The party states may alter this contract. Only when it is incorporated into the laws of every party, state a modification to this compact is binding on the party states and becomes effective. Before all party states adopt this compact, representatives of nonparty states to the agreement will be invited to engage in commission activities without being able to vote.
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Continuing Nursing Education Requirement
Licenses need to be renewed every biennium or every two years. One contact hour must be completed for each calendar month of the licensure cycle in a given year. The hours stipulated in subsection (1) at the designated times must include the following continuing education courses as a necessary component:
A 2-hour course in prevention of medical errors must be completed each biennium.
A 1-hour course in HIV/AIDS in the first biennium only
A 2-hour course in Florida laws and rules in each biennium
Effective August 1, 2017, a 2-hour course in recognizing impairment in clinical approach and every other biennium after that.
On or after January 1, 2019, a 2-hour course on human trafficking and each biennium after that.
A 2-hour course in domestic violence is required every third biennium.
In addition, the Florida Board of Nursing requires general hours of continuing education to fulfill the requirement of one contact hour for each calendar month of the licensure cycle. These hour requirements are updated on their website. In addition to the courses mentioned above, they currently demand 16 hours of continuing education in general nursing.
Nurse Licensee With Two Licenses & CE Requirements
A licensee with an RN and an LPN license may fulfill CE requirements by completing the necessary RN-specific continuing education. Visit the Board of Nursing website for further information regarding the rules, as mentioned earlier, and the exceptions.
Standards For Continuing Education
Learner Objectives: The objectives should outline the anticipated behavioral outcomes of the learners and be measurable, reachable, and pertinent to the state of nursing practice today. The goals will dictate the curriculum, mode of instruction, and assessment strategy.
Subject Matter: The content must be specifically created to satisfy the participants’ learning needs, levels, and objectives. The information will be arranged logically and incorporate advice from subject-matter experts. Appropriate subject matter for continuing education offerings should include information from one or more of the following. It should represent the learner’s professional educational needs to address the consumer’s health care demands:
Nursing areas and special health care problems.
Biological, physical, behavioral, and social sciences.
Legal aspects of healthcare
Management/administration of health care personnel and patient care
Teaching/ learning process of health care personnel and patients
Evaluation: It must be demonstrated in a way that satisfies the Board that participants are given the chance to assess the educational opportunities, delivery strategies, facilities, and resources utilized in the offering. At the end of the learning process, self-directed learning activities—such as computer programs, web-based courses, internet research, and home study—must be used to assess student knowledge. There must be ten questions or more in the assessment. For the learner to be eligible for the contact hours, they must receive an evaluation score of at least 70%. The provider is required to grade the assessment.
References
Cassiani, S. H. B., & Silva, F. (2019). Expanding the role of nurses in primary health care: the case of Brazil. Rev Lat Am Enfermagem, 27, e3245. https://doi.org/10.1590/1518-8345.0000.3245
Torres-Vigil, I., Cohen, M. Z., Million, R. M., & Bruera, E. (2021). The role of empathic nursing telephone interventions with advanced cancer patients: A qualitative study. Eur J Oncol Nurs, 50, 101863. https://doi.org/10.1016/j.ejon.2020.101863
Ventura, C. A. A., Fumincelli, L., Miwa, M. J., Souza, M. C., Wright, M., & Mendes, I. A. C. (2020). Health advocacy and primary health care: evidence for nursing. Rev Bras Enferm, 73(3), e20180987. https://doi.org/10.1590/0034-7167-2018-0987
How can healthcare professionals recognize and establish protocols for individuals who are being trafficked and provide a safe place?
Introduction
Today, we will look at part two of this series, which is about recognizing trafficking in a clinical setting. Today’s article in this two-part series of recognizing trafficking helps inform many healthcare professionals to understand the roles and protocols for identifying trafficking that is affecting their patients and help provide a safe, positive space for them. We discuss with certified associated medical providers who consolidate our patients’ information to assess and identify trafficking in the clinic while taking the proper protocols to ensure patient safety. We also inform and guide patients while asking their associated medical provider intricate questions to integrate and provide them with a safe and positive space. Dr. Jimenez, D.C., includes this information as an academic service. Disclaimer.
Health Care Professional’s Role in Identifying Trafficking
Even though they may come across victims of human trafficking and have the chance to step in, many healthcare professionals believe they lack the knowledge and self-assurance needed to recognize these victims and offer them the kind of aid they need. As an illustration:
Just 37% of social workers and medical professionals surveyed again had any training in recognizing and supporting victims of human trafficking (Beck et al., 2015).
It is extremely hard for processors to identify and aid victims because traffickers move their victims around a lot and employ various strategies to evade discovery. Frequently, it could be your final interaction with the victim (Macy & Graham, 2012).
There can be a companion who comes across as very domineering, who won’t let the patient spend time alone with you, or who insists on filling out paperwork or talking on the patient’s behalf.
It’s possible that neither the victim nor their friend will have identification or insurance paperwork and will just pay in cash.
The victim or their companion may refuse to answer questions.
The victim may decline additional testing and follow-up care.
The victim may have physical injuries, sexually transmitted diseases, and signs of psychosocial stress.
The victim may not know the city and state that they are in.
The victim may appear fearful when asked questions or in the presence of their companion.
The victim may exhibit feelings of shame, guilt, helplessness, or humiliation.
You may notice inconsistencies in basic information, such as age, name, address, work history, or information regarding living status and daily activities.
If the patient does not speak English, where are they from, and how did they arrive?
If the patient is a minor, who and where is the guardian?
The victim may have unusual tattoos to indicate that they are the “property” of their trafficker.
Recognizing the Signs of Trafficking
You can more easily spot possible victims and offer the right help if you are aware of the typical warning indicators of human trafficking. The following are typical signs that someone is being trafficked. Naturally, not all victims or forms of trafficking will exhibit all of the indicators. Work and Living Conditions (National Human Trafficking Hotline, n.d.):
The victim may not be able to come and go on their own or leave their current home or work situation.
Human trafficking victims are often minors who are forced to engage in commercial sex acts.
The individual may work in the commercial sex industry and be under the control of a pimp or manager.
The victim may be required to work unusual or excessively long hours.
The victim may receive little, if any, pay or may only receive tips.
The victim may be subjected to unusual or extreme restrictions at work or may not be allowed to take breaks.
The victim may owe a large debt to their “employer.”
The victim may have been lured to their current work or living situation through false promises about the nature of their work or living environment.
The victim’s home or work location may have unusually high security, such as opaque or boarded-up windows, bars on windows, high fences, and security cameras.
The victim may be required to live at their work location.
The victim may experience various signs of abuse at the hands of their employer.
The victim may not be paid directly. Instead, the money is directed to the supervisor or manager, who deducts a large percentage for living expenses and other debts.
The victim may be forced to meet unreasonable daily quotas.
The victim may be forced to work in unsafe work environments without the proper safety equipment.
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Best Practice Guidelines for Interviewing Trafficking Individuals
As a healthcare provider, you must continuously weigh the different courses of action at every interview process step. To establish trust and ensure safety, practitioners must, above all, put aside preconceived notions and assumptions about the victims and their behavior (Hodge, 2014; DeBoise, 2014; Hemmings, Jakobowitz, & Abas, 2016). Zimmerman and Watts (2003) suggest that the World Health Organization has produced rules for every phase of the interview process, which include the following recommendations:
It’s critical to keep in mind that every trafficking scenario and survivor is distinct, making it crucial to pay attention to and accept each person’s account.
It could take some time for victims to open up and be willing to talk about their experiences because it can be hard for them to build rapport and trust.
You should take precautions to protect both you and the victim because you should anticipate that the victim is at risk of psychological, bodily, social, and legal harm.
To prevent further upsetting the victim, you should consider the risks and advantages before beginning the interview process, as it can be a traumatic experience in itself.
While you should direct victims to available resources when necessary, you should avoid making unfulfilled promises or pledges.
The amount of time it takes for victims of human trafficking to be prepared to embrace change might vary greatly. Some victims can be eager to look for new possibilities and to improve their circumstances. Some people can be less likely to accept assistance because they haven’t developed enough trust issues or because they fear retaliation from their trafficker.
Depending on the situation, many service providers or interpreters must be present during the interview. Everyone taking part in the interview process ought to be reasonably knowledgeable about human trafficking, including how traffickers manipulate their victims and how to interact with them in a way that respects their cultural differences. To maintain anonymity and ensure the victim can communicate freely and honestly, you should refrain from using interpreters who are acquainted with the victim or who live in the same neighborhood.
Having an emergency safety plan in place is crucial to shielding the victim from harm—both from others and self-harm.
Consent must always be obtained voluntarily for all interventions, including interviews. For many victims who have never known autonomy or self-determination, this may be a foreign idea.
Avoid using legal or technical jargon.
Furthermore, it’s critical to remember that trauma survivors may suffer after treatment can have a lasting effect on all facets of their lives, making psychological, emotional, and physical safety a top priority. It is reasonable to presume that the person provides the most accurate account of their experience at that time. A person’s guarded, defensive, and belligerent behavior may be only their coping mechanism for their trauma. (V. Greenbaum, 2017)
How to Report Known or Suspected Trafficking
The best way to report suspected trafficking is by calling the National Human Trafficking Hotline or texting the number 711 if the patient responds affirmatively to the evaluation questions if your findings imply that they might be victims of human trafficking. Additionally, you can text 233733. Basic details about the case will be requested from you, such as (National Human Trafficking Hotline, n.d.):
the location of the suspected trafficking
the name of the alleged trafficker, if possible
your city and state
how you learned about the hotline
Health care providers who know or believe that a youngster is being abused, neglected, or abandoned should report their concerns to law enforcement or the relevant child welfare agency right away, as they are required reporters under child abuse and neglect statutes. You can report abuse online or by calling the Department of Children and Families Abuse Hotline in the state you are residing in.
Documenting Physical Findings
Physical findings should be meticulously and precisely recorded using written descriptions, freehand sketches that have been identified and annotated, and digital or film photos with the patient’s consent. Regarding photography, the picture should show the patient’s face and the lesion or injury measured using a coin, ruler, or other common object. The photo should include a piece of paper bearing the date the picture was taken. More photos can capture up close shots of every pertinent lesion or injury. Serial follow-up photos over seven to ten days can be used to record the healing or advancement of ecchymoses and other injury-related symptoms. A statement identifying the photographer and attesting to the accuracy and integrity of the images ought to be incorporated into the chart. Before any photos are taken, consent for the photographic documentation should be sought and recorded. Patients should be aware of their rights, which include the ability to decline all photographic documentation or limit it to a limited number of specified locations.
In addition to providing essential medical care, the healthcare professional should work to establish an environment where each patient feels respected, comfortable, cared for, validated, and empowered to reveal if they so choose. If the patient does not feel “ready” to demonstrate in the clinical environment, disclosure may happen later. As a result, for at-risk patients, every single clinical interaction should be seen as a step toward their eventual safety.
Laws & Policies for Human Trafficking
The United States has enacted a variety of laws and policies designed to prevent human trafficking, punish the perpetrators, and protect the survivors. One of these laws and policies is the Trafficking Victims Protection Act law or the TVPA (U.S. Congress).
This is the centerpiece of federal human trafficking legislation. The act focuses on three primary areas:
The TVPA seeks to prevent human trafficking through increased training and awareness.
The act seeks to protect trafficking victims by providing them access to services using federal funds similar to other refugees.
The act establishes trafficking and related crimes as federal offenses subject to stiff penalties.
One way that the legislation protects victims of human trafficking is that it absolves them of consequences for engaging in criminal activities that arise from their trafficking experience, such as entering the nation using fraudulent documents or working without the proper authorization. In addition, families of trafficking victims are qualified for T visas, which let them stay in the nation to support federal law enforcement in their pursuit of the offenders. After three years, victims can then apply to become permanent residents. Depending on the specific circumstances, many individuals may be entitled to assistance and benefits, such as access to the Witness Security Program and reparations. In addition, individuals between 16 and 24 could qualify for the Job Corp program and work permits.
Others criticize the TVPA. Usually, the onus is on the victim to prove their innocence or compulsion first. Second, the act emphasizes sex trafficking more than other types of human trafficking, which ignores how intricate human trafficking is. Only victims and survivors of “severe” types of trafficking who are prepared to cooperate with the investigation and prosecution of their offenders are eligible for the services provided under the act. This ignores the severity of the abuse the victims endured and the degree of mistrust and terror they might harbor toward both the abuser and others in positions of power.
Preventing Trafficking Through Awareness, Interventions, & Resources
In the shadows, human trafficking flourishes. We eradicate the shadows where human traffickers lurk by increasing public and health practitioner awareness of the problem (Hodge, 2008; Gozdziak & MacDonnell, 2007). For instance, putting up signs and pamphlets on human trafficking can not only help to enhance public awareness but also boost the chance that victims may come forward on their own. Brochures and posters are free from the Campaign to Rescue and Restore Victims of Trafficking.
When assisting victims of human trafficking, practitioners and service providers need to be able to engage with a variety of governmental, legal, medical, and social service organizations and institutions. Generally speaking, there are three main categories into which the care and services that a victim falls (Dell et al., 2019; Johnson, 2012; Oram & Domoney, 2018):
Immediate Services
Services Related to Recovery
Services About Reintegration
Resources for Providers
The National Human Trafficking Resource Center’s referral database can be consulted by providers looking to connect with local programs that assist victims of human trafficking or who need assistance for a victim or survivor. Many healthcare providers can check out the website to provide helpful resources in their local area.
Conclusion
Any human trafficking violates fundamental rights. Since human trafficking has many underlying roots, eradicating the issue would need different approaches on various fronts. When it comes to addressing racism, poverty, oppression, prejudice, and other factors that lead to human trafficking, healthcare professionals need to be dedicated to facing this issue both within their patient population and in partnership with colleagues from different disciplines. Physicians, social workers, counselors, and other health care professionals are required by their code of ethics to lead in addressing power abuses and advancing social justice. Practitioners can accomplish this, among other things, by teaching others and themselves about the intricate dynamics and international scope of human trafficking.
References
Beck, M. E., Lineer, M. M., Melzer-Lange, M., Simpson, P., Nugent, M., & Rabbitt, A. (2015). Medical providers’ understanding of sex trafficking and their experience with at-risk patients. Pediatrics, 135(4), e895-902. https://doi.org/10.1542/peds.2014-2814
DeBoise, C. (2014). Human Trafficking and Sex Work: Foundational Social-Work Principles. Meridians: Feminism, Race, Transnationalism, 12(1), 227–233. https://muse.jhu.edu/article/541879/pdf
Dell, N. A., Maynard, B. R., Born, K. R., Wagner, E., Atkins, B., & House, W. (2019). Helping Survivors of Human Trafficking: A Systematic Review of Exit and Postexit Interventions. Trauma Violence Abuse, 20(2), 183-196. https://doi.org/10.1177/1524838017692553
Gozdziak, E., & MacDonnell, M. (2013, March 4). Closing the Gaps: the Need to Improve Identification and Services to Child Victims of Trafficking by School of Foreign Service – Georgetown University – Issuu. Issuu.com. https://issuu.com/georgetownsfs/docs/gozdziak-closing-the-gaps
Greenbaum, V. J. (2017). Child sex trafficking in the United States: Challenges for the healthcare provider. PLoS Med, 14(11), e1002439. https://doi.org/10.1371/journal.pmed.1002439
Hemmings, S., Jakobowitz, S., Abas, M., Bick, D., Howard, L. M., Stanley, N., Zimmerman, C., & Oram, S. (2016). Responding to the health needs of survivors of human trafficking: a systematic review. BMC Health Serv Res, 16, 320. https://doi.org/10.1186/s12913-016-1538-8
Hodge, D. R. (2008). Sexual trafficking in the United States: a domestic problem with transnational dimensions. Soc Work, 53(2), 143-152. https://doi.org/10.1093/sw/53.2.143
Macy, R. J., & Graham, L. M. (2012). Identifying domestic and international sex-trafficking victims during human service provision. Trauma Violence Abuse, 13(2), 59-76. https://doi.org/10.1177/1524838012440340
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