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Occurring without a remission period, or with one year without remission, or with remission periods remissions lasting <3 months, for at least one year. Headache is not daily or continuous, but interrupted Diagnostic criteria: (without treatment) by remission periods of! Present for >3 months, with exacerbations of moderate or greater intensity Comment: 3. Headache is daily and continuous for at least one year, without remission periods of! Smaller maintenance doses are of patients have the unremitting subtype from onset. In lasting unilateral neuralgiform headache attacks or addition, the absolute response to indomethacin of criteria A?D for 3. Description: Hemicrania continua characterized by pain that is not continuous but is interrupted by remission Comment: Patients may be coded 3. International Headache Society 2018 46 Cephalalgia 38(1) Probable short-lasting unilateral neuralgiform headache Ekbom K. The second case of chronic paroxysmal mal hemicrania in a young child: Possible relation to hemicrania-tic syndrome [Editorial comment]. Chronic par photophobia or phonophobia in migraine compared oxysmal hemicrania-tic syndrome. Cephalalgia 1987; 7: clinical study of 39 patients with diagnostic implica 161?162. Clinical hemicrania: A prospective clinical study of thirty perspectives and a case report. Cluster Headache: Mechanisms ing unilateral neuralgiform headache attacks and Management. Lehrbuch der Nervenkrankheiten des headache course over ten years in 189 patients. Martinez-Salio A, Porta-Etessam J, Perez-Martinez D, Sanahuja J, Vazquez P and Falguera M. What has functional neuroi continua: Ten new cases and a review of the litera maging done for primary headache. Ann Otol Rhinol Laryngol of trigeminal autonomic symptoms in migraine: A 1932; 41: 837?856. Other primary headache disorders causative disorder, both the initial headache diagno sis and the secondary headache diagnosis should be given, provided that there is good evidence that the disorder can cause headache. Headaches with similar characteristics to several of these disorders can be symptomatic of another disorder. Other primary headache disorders, according to ache associated with sexual activity and 4. When a pre-existing headache with the characteristics of any of the disorders classi? The syndrome of cough headache is symptomatic in about 40% of cases, and the majority of patients in Previously used terms: Primary exertional headache; whom this is so have Arnold?Chiari malformation benign exertional headache. Other reported causes include spontaneous intracranial hypotension, carotid or vertebrobasilar Coded elsewhere: Exercise-induced migraine is coded diseases, middle cranial fossa or posterior fossa under 1. Diagnostic neuroimaging plays an important role in the search for possible intracranial lesions or Diagnostic criteria: abnormalities. Associated symptoms such as vertigo, nausea and sleep abnormality have been reported by up to two-thirds of patients with 4. International Headache Society 2018 50 Cephalalgia 38(1) exercise headache is usually precipitated by sustained excitement increases and suddenly becoming intense physically strenuous exercise. Brought on by and occurring only during sexual the pathophysiological mechanisms underlying 4. Either or both of the following: gators believe it is vascular in origin, hypothesizing 1. Lasting from one minute to 24 hours with severe internal jugular venous valve incompetence (70% com intensity and/or up to 72 hours with mild intensity pared with 20% of controls) suggests that intracranial E. Multiple explosive headaches during sexual activ strenuous physical exercise ities should be considered as 6. For further research on this headache type, it is Diagnostic criteria: recommended to include only patients with at least two attacks.


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Among 61,004 people age fve and older Partcipants discussed the importance of assessing who speak Spanish at home, 26,452 the specifc needs of Spanish-speaking and other 39 don?t speak English very well. Providing culturally and linguistcally competent care coordinaton services will help improve the experiences of Spanish speaking patents in the healthcare system and improve health outcomes. Design care coordinaton services that consider the needs of Spanish speaking patents: Spanish ?The health system is set speaking patents may face unique, non-clinical contexts that impact up in such a way that you health. In additon to producing materials in Spanish, the messages contained therein should refect the preferences and needs of Spanish-speaking communites. Care Coordination Themes Related to Developing Workforce Capacity Developing workforce capacity spans a broad set of objectves aimed at cultvatng a health and social service workforce that is responsive to the communites and persons they serve, and building capacity in the insttutons in which they work. Healthcare, social service, and educatonal systems ofen functon in silos both across and within systems; further workforce training ofers opportunites to equip providers to work across existng barriers to coordinate care. Coordinatng care aids patents by clarifying next steps, wayfnding, and addressing other barriers. The result of this support is a system wherein the ?right thing is also the ?easy thing to do. Partcipants spoke about the need to increase the availability of case management services, invest in technology that facilitates care coordinaton, expand integrated care models, advocate for value-based contracts, and address non-clinical determinants of health. Care Coordination Theme 5: Invest in technology and other supports that better facilitate coordination of services. Recent years have seen the advent of new technologies for sharing patent informaton and connectng patents with resources. Specifc technology approaches to evaluate, expand, fund, and/or initate informaton sharing include. Aunt Bertha: an online portal that helps connect patents with community resources. Hack-a-thons: events where programmers create technological solutons to healthcare problems. Partcipants recommended contnued development, evaluaton, and scaling of these tools to assess their efectveness. Partcipants discussed the need for up-to-date resource lists that are made widely available to members of the community, healthcare organizatons, community agencies, social workers, community health workers, and other personnel who work with community members. Perennial changes in funding and programming for support services make it difcult to maintain an accurate account of service providers. Organizatons may create their own lists rather than sharing resources: a product of what partcipants described as ?working in silos. Partcipants said that the healthcare system in the District should contnue to support and expand the use of Aunt Bertha in the following areas. Support and expand the platorm: Aunt Bertha is a bi-directonal tool that allows community based organizatons to post informaton about their services, while also providing community members and organizatons free and unlimited access to that informaton. Aunt Bertha has additonal subscriptons that allow organizatons to access additonal features, including team data sharing and reportng capabilites. The Collaboratve has worked in partnership with the Capital Area Food Bank to promote the use of Aunt Bertha but did not own a direct license itself untl 2019. Care Coordination Theme 7: Expand the use of interdisciplinary teams in primary care. The pilot included eleven trainings advocatng for the use of the tool across the organizatons. Additonally, those partcipatng in the pilot enhanced two areas of Aunt Bertha by adding 105 new program listngs to the platorm (within the areas of pediatric mental health and senior services). The Care Coordinaton Workgroup decided to purchase a license for Aunt Bertha and implement the tool across Collaboratve organizatons. Chapter 6: Health Literacy Health literacy is the ability to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Health literacy requires a complex combination of reading, listening, analytical and decision-making skills, and the ability to apply these skills to health situations. A senior advisor discussed the need to understand how community members access health informaton: In terms of disseminatng informaton, you have to meet people where they are.

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When a burn occurs, follow the care steps for Burns, found on pages 18-20 in the emergency reference guide. Do not ask the child or infant to move if you think there is an injury to the head, neck or back. If there is no pain and you do not 7 suspect a head, neck or back injury, ask if he or she is able to move the head slowly from side to side. Lean the child forward and give 5 back 1 blows with the heel of your hand 1between the shoulder blades. After about 2 minutes, recheck 2 signs of life and pulse for no more than 210 seconds. These laws, which differ from state to state, usually protect you from legal liability (lawsuits) as long as you Act in good faith. Negligence is the failure to act or acting beyond your training and your action causes further harm. A conscious adult has the right to either tell you that it is okay or not okay for you to give care. Tell the person or his or her parent or guardian that you are trained in frst aid. If the conscious person is a child or an infant, ask the parent or guardian if it is okay for you to give care if he or she is present. Implied consent means you can assume that if the parent or guardian were there, he or she would tell you it is okay to give care to their child or infant. During the family interview, you should get permission from the parents to give care to their children if they get injured or become ill while you are babysitting. If you give any type of care, remember to notify a parent or guardian as soon as possible. Recognizing and Caring for Shock Shock is a life-threatening condition in which not enough blood is being delivered to all parts of the body and, as a result, body systems and organs begin to fail. Shock is likely to develop after any serious injury or illness, such as severe bleeding, serious internal injury, signi? Permission for Babysitters When you interview parents before a babysitting job, be sure to let the parents know your level of frst aid training and ask for their permission in advance to care for any injuries or illnesses that may arise. Ask the parents if the child or infant has any medical conditions that you should be aware of, including allergies, and if there are special steps that you should follow. If the parents want you to give the child any medications, have them show you exactly how to do so. It is always best to get permission from the parents to care for any injuries or illnesses that may arise; however, even if you haven?t received permission from the parents, you should still give care. If you have not asked for the parents permission to give care or you are unsure of what to do, you can always call 9-1-1 or the local emergency number. Be sure to call the parents to tell them about the injury or illness and any care that was given as soon as possible. Care for Shock Make sure that 9-1-1 or the local emergency number has been called. Raise the legs about 12 inches if you don?t think the child or infant has a head, neck or back injury or if you don?t think the child or infant has any broken bones in the hips or legs. Do not give the child or infant anything to eat or drink, even though he or she is likely to be thirsty. Moving a Child or an Infant ?Do No Further Harm One of the most dangerous threats to a seriously injured child or infant is unnecessary movement. Usually when giving care, you will not face dangers that require you to move a child or an infant. Moving a seriously injured child or infant can cause additional injury and pain and make the recovery more dif? When you have to get to another person who may have a more serious injury or illness 3.

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