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Activities training: Integrating behavioral and cognitive methods with physiotherapy in pain management

Harding, VR; Williams, ACD; (1998) Activities training: Integrating behavioral and cognitive methods with physiotherapy in pain management. J OCCUP REHABIL , 8 (1) 47 - 60.

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Abstract

For chronic pain sufferers, the path back to work or to other productive activity can be a long and complex one of overcoming both physical and psychological obstacles. These obstacles can be effectively addressed, and patients enabled to return to their previous activities and to achieve valued goals, by pain management. The major practical components of this are physical retraining, steady increase in range and extent of abandoned and novel activities, and adoption of a realistic model of pain and of its impact on lifestyle. The entire program is underpinned by behavioral and cognitive principles, and these are also used directly to reduce unhelpful beliefs and distress. These components must be integrated, or progress from work in any one area is limited by lack of change in others. This paper describes activities retraining using pain management, based on the work of INPUT a London-based unit.

Type: Article
Title: Activities training: Integrating behavioral and cognitive methods with physiotherapy in pain management
Keywords: cognitive, behavioral, physiotherapy, goal setting, work, functional retraining, LOW-BACK-PAIN, EXERCISE QUOTAS, SELF-EFFICACY, MAINTENANCE, DISABILITY, REINFORCEMENT, STRATEGIES, DISORDERS, FEEDBACK, BELIEFS
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/97671
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