Table 1.
Topics and content of the therapy sessions
| Session | Title | Content | Topic | Methods | Material | Time |
|---|---|---|---|---|---|---|
| 0 | Evaluation | Evaluation of fatigue characteristics in the interview | When did the first fatigue start? | Short speeches | Overhead projector and transparencies, | 60 min |
| When did you first discover this fatigue is different from the usual fatigue? | ||||||
| How was the severity of fatigue during the course of treatment or after the diagnosis? | ||||||
| What does alleviate your fatigue? | ||||||
| What will exacerbate your fatigue? | ||||||
| How does fatigue affect your daily activities or meaningful and enjoyable activities in your life? | ||||||
| Assessing the Fatigue Visual Analogue Scale (FVAS) | According to various conditions (At rest-post-exercise-post recovery) | |||||
| Evaluation of effective and treatable factors in fatigue | Pain, depression, emotional distress, and sleep disorders | |||||
| Nutrition status: Weight changes/calorie intake, water imbalance, and electrolyte | ||||||
| Activity level: Changes in exercise or activity patterns | ||||||
| Comorbidities | ||||||
| 1 | Introduction and Education | Introducing members, Expressing the biography and hearing the story of everyone | Short speeches Group discussion | Overhead projector and transparencies | 90 min | |
| Provide general education | Teaching well-known patterns of fatigue during and after treatment | |||||
| Ensure that fatigue is not a prominent indicator of disease progression | ||||||
| Expecting fatigue and accepting the problem | ||||||
| Identifying fatigue-inducing activities | ||||||
| Nutrition and proper fluid intake | ||||||
| Energy conservation methods and prioritization | ||||||
| Division of activities into smaller components | ||||||
| Balance between work/rest/recreation | ||||||
| Precise realistic and appropriate goals | ||||||
| Postponing unnecessary activities | ||||||
| Mental fatigue and mental-enhancing activities | ||||||
| Discussion about the meaning and effects of fatigue | What effect does cancer have on your definition (who am I?) | |||||
| Study psychological and social stressors and their negative impact | ||||||
| Explain the causes of avoiding activity | ||||||
| Teaching practical activities | Daily self-evaluation of fatigue and energy | |||||
| Environmental or operational changes | ||||||
| Planning important daily activities at minimum fatigue times | ||||||
| Remove unnecessary and stressful activities | ||||||
| Save energy by managing activity (divided into smaller steps) | ||||||
| Night sleep monitoring | ||||||
| Teaching the cycle of hyperactivity/rest | ||||||
| Set rest periods | ||||||
| List activities and prioritize them in terms of importance and urgency | ||||||
| 2 | Rope Practice | Evaluation of the effectiveness of the fatigue intervention program presented in the previous session | Short speeches Group discussion Practical exercises | Overhead projector and transparencies, Rope | 90 min | |
| A gradual increase in activity | Walking, gardening, watching birds | |||||
| Planned exercise in the power range | ||||||
| Planning for enjoyable activities | ||||||
| Implementing rope practice | Two people should hold a rope at a distance of 2.5 meter apart. Close your eyes. Do I feel the rope in my hands? Do I feel the person holding the rope on the other side? Do I feel the connection between me and the other one? How is this connection? Do I like to be stronger or not? Would I like to talk to the other one or make a message? Don’t I feel that standing with the rope in hand should be tedious? Maybe a better feeling can be made. Can I give a message to my opponent? | |||||
| Can I get this message by moving the rope gently? I’m looking at the distance with me and the other one. I try to make a more appropriate distance. Will I allow myself to be close to or far away, or do I want the other side to do this? Is there a movement in your hand? Is it in the rope? How is the connection between me and another one? Tight or loose? Do I like it to be tighter or not? How much would we like to get closer in this relationship? Not active or active? Open your eyes whenever you feel the right and proper distance. | ||||||
| 3 | Ball Practice | Review the effectiveness of the program to increase the activity provided in the previous meeting | Do I feel the rope in my hands? Do I feel the person holding the rope on the other side? | Overhead projector and transparencies, Ball | 90 mis | |
| Examining people’s emotions about rope practice | ||||||
| Implementing ball practice | Both of you lean toward the ball | |||||
| Close your eyes. | ||||||
| We start from the foot and go to the neck. | ||||||
| We breathe deeply with each other. | ||||||
| Focus on heart rate and number and depth of breathing | ||||||
| Put your hands on the ball. Does the ball move under my hand? | ||||||
| Does the other person move the ball? Would I like to give him a message through the ball? | ||||||
| I’m now trying to move with the ball. Without the ball falling. | ||||||
| Can I tell my friend which side to move with the ball? | ||||||
| What do I feel? Does he pay attention to my messages? | ||||||
| I now rely more on the ball. I leaned on the ball that someone else leaned on. | ||||||
| How do we feel? Is this backrest comfortable? Am I tired? | ||||||
| I want to send a message to my opponent through stretching and moving. | ||||||
| Now, slowly retract the nut into the nut and open the eyes. | ||||||