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1
Miller, Nicole Gabrielle. „Improving medication compliance with mentally disabled outpatients: a thesis“. Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2154.
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The present study demonstrates the effectiveness of combining medication packaging, verbal and graphical feedback, and pill count probes on increasing medication compliance. Eight chronic adult outpatients were randomly assigned to one of two conditions: (a) a regimen card medication packaging system, and (b) a 7- day baggie medication packaging system. A staggered group treatment design was used to ascertain whether either of the two special packaging systems was effective relative to baseline and reversal conditions (using the standard medication vial) in increasing medication compliance behavior among both over-and undercompliant outpatients. Results indicated that the use of the special packaging of medication in combination with the behavioral techniques of verbal and graphical feedback aided in improving compliance in 4 out of 8 noncompliant outpatients.
2
Magno, Ronald Dial. „Training mentally disabled individuals for effective nurse-patient communication“. Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.
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Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.
3
Suen, Yin-tak Pandora. „An exploratory study of the siblings of severely mentally disabled persons /“. Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991528.
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4
Solakoglu, Sencer. „Increasing electricity conservation in a high-functioning mentally disabled sample“. Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2727.
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Behavioral interventions were used to attempt to lower electricity consumption in a sample of persons who are diagnosed as having a mental disability. The effectiveness of prompting, modeling, and written feedback were investigated. Participants were 43 chronically mentally disabled adults who live in a supported living apartment community. Electricity meter readings in kilowatts per hour (kWh) were recorded to measure consumption. With specified .05 significance level, the 4 x 2 split-plot ANOVA showed a significant interaction effect. Examination of the interaction revealed that prompting was the only effective intervention. These findings can help the already poverty stricken mentally disabled population and agencies providing them with housing to save money on their living expenses.
5
Scott, Heather J. „The role of housing in community care for mentally disabled people“. Thesis, Durham University, 1992. http://etheses.dur.ac.uk/5732/.
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It is argued that housing is a fundamental element in successful community care programmes for people who have a long-term mental illness, but that the significance of the immediate living environment on the individual's psych- social well-being has been underestimated in the formulation and implementation of policy. Using a grounded theory approach. Part One reports an exploratory study of the catchment area of one psychiatric hospital, which included parts of three health districts and three local authority areas. The study examined in detail, with a focus on housing, the operation of services for mentally disabled people , the plans for creating locally-based facilities, and the implementation of those plans in the mid-1980's, by means of a combination of documentary evidence and key informant interviews. All three parts of the study area were found to have encountered major but differing problems. Wide variations between and within local areas in policy and resources were found, but most stiking was the emergence of two distinct key informant perspectives: those of policy makers/managers, and workers in face-to-face contact with mentally disabled people, indicative of separate discourses of rights and needs. Part Two sets up a model of three functions of housing based on psychological needs, and argues for a compensatory role for housing in community care, which is contrasted with the reality of increasing difficulty in meeting even basic survival needs. It is suggested that the emphasis on negative rights of much mental health reform was inadequate to ensure that needs were met when the welfare net began to contract, and renewed emphasis on citizenship and social rights is proposed as a means to represent more adequately the housing needs of mentally disabled people at the levels of policy and service planning.
6
Suen, Yin-tak Pandora, und 孫彥德. „An exploratory study of the siblings of severely mentally disabled persons“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249942.
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7
Greenbaum, Ben. „The challenges of the church in ministering to the mentally disabled“. Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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8
Bigley, Ambrea. „Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.
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9
Gabre, Pia. „Studies on oral health in mentally retarded adults /“. Stockholm, 2000. http://diss.kib.ki.se/2000/91-628-4525-x/.
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10
Mathikithela, Maite Sara. „Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre“. Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/856.
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Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.
11
Patterson, Nona L. „Providing behavioral data to physicians for enhancing medication treatment for chronically mentally disabled individuals“. Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2140.
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Physicians are often unaware of mentally disabled outpatients' symptomatic behaviors that are relevant to their medication prescriptions. Such information is available to the clients' residential care providers . The present study trained clients' residential care providers in data collection and provided these data to physicians. It was predicted that these data would improve medication treatment for these clients and consequently lead to a decrease in client's symptomatic behaviors . The results did not confirm the predictions; the data provided to physicians on clients' between- visit behaviors had no measured effect on the physicians' treatment of these clients, although the physicians reported positive attitudes about the helpfulness and utility of ·the system .
12
Leedham, Ian. „From mental handicap hospital to community provisions : a study of changing service patterns and the production of client welfare“. Thesis, University of Kent, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236241.
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13
Grewe, Scott David. „Neuropsychological and personality features of learning disabled and emotionally handicapped children“. Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.
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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study.Department of Educational Psychology
14
Sproul, Grace Yuen-Yee Tse. „Preparing for counselling : developing and testing an affective awareness training program for the mentally disabled“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26610.
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This thesis starts with the observation that if mentally disabled individuals are to establish a place for themselves in the community and successfully cope with the accompanying stress, they must, within their own range of capabilities, (1) learn to recognize their emotions, and (2) learn to express these emotions in socially acceptable ways. The thesis then attempts to explore whether this is a realizable goal.
A review of the literature reveals that, in spite of its importance to the mainstreaming process, the emotional development of mentally handicapped individuals has received scant attention toy psychologists, special educators, or counsellors. Some of the reasons for this are explored including an examination of the prevalent "cognitive deterministic" viewpoint which assumes that emotional awareness presupposes higher levels of cognitive development than the mentally handicapped are commonly capable of demonstrating.
The thesis notes the recent view of researchers in special education and psychotherapy that appropriate behavioral expression of feelings by the mentally handicapped must develop out of awareness of feelings; it cannot come about through efforts to manipulate manifest behavior alone. Perhaps more importantly, it is argued that affective development takes place in tandem with cognitive abilities, not necessarily as a consequence of them. Based on evidence that affective awareness training for mentally handicapped individuals can and should be pursued along with cognitive and life skills training, the thesis focuses on taking up the challenge of developing and field testing "An Affective Awareness Training Program for the Mentally Disabled."
A Gestalt approach to developing awareness of oneself and one's environment was utilized as the theoretical basis for preparing the 46 lessons which make up the content of the "Affective Awareness Training Program." The researcher adapted freely from the work of others to create a unique instructional program designed especially to meet the needs and abilities of Trainable Mentally Retarded (TMR) students.
The effectiveness of this program in teaching recognition of, and improving ability to empathize with, expressions of the five primary emotions of joy, sadness, fear, anger, and surprise, was then tested by the researcher using 12 TMR subjects living in an institution (six in the control group, six in the treatment or experimental group). The test instrument for measuring changes in pre-treatment, post-treatment, and retention level performance, was a series of 15 specially prepared video vignettes. Each vignette focused on one emotion and there were three different vignettes portraying each emotion.
The thesis concludes that the experimental group, who participated in the affective awareness training program, changed significantly in their ability to recognize and empathize with expressions of the five primary emotions.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
15
Beaudry, Jonas-Sébastien. „Can social contract theory fully account for the moral status of profoundly mentally disabled people?“ Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7ec42c39-8ee1-470c-b107-8625c97f610a.
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My hypothesis is that social contract theory does not satisfactorily explain why we owe a serious concern or respect to profoundly mentally disabled individuals (PMD). This is a problem for social contract theories if we assume, like I do in this dissertation, that the PMD possess a robust moral status (RMS). My dissertation will explore the main strategies deployed by contractarian and contractualist theorists to bring the PMD within the purview of the social contract, in order to clarify why some aspects of their claims are promising but why they nonetheless fail to fully explain the robust moral status of the PMD. I notably find that they leave morally important dimensions of human relations out of the contractual frame, which means that they exclude the PMD from the scope of justice and morality when they claim that this contractual frame offers the only valid explanation to be a subject of justice and a moral patient. I do not conclude that this requires us to reject social contract theory altogether, nor do I count it as a reason to question whether the PMD have a robust moral status. In my concluding chapter, I will rather suggest a theoretical frame that has the potential of incorporating both contractual and non-contractual relations within the spheres of morality and justice, because both kinds of relation vehicle important intuitions about what is of value in human life. This dissertation will contribute to orientate future research on the moral and political grounds for the rights of profoundly mentally disabled people, as well as question or curtail the breadth of certain key assumptions of social contract theories.
16
Fuess, Billings S. „The post institutional adjustment of elderly mentally retarded and developmentally disabled persons : a population study /“. The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695620283.
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17
Jansson, Lennart. „Needs of Support and Service in Mentally Disabled Clients : Population-Based Studies in a Swedish County“. Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4841.
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18
Siu, Ngok-yun. „Social skills training for the mentally retarded“. [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115418.
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19
Dixon, Roselyn May, University of Western Sydney und of Arts Education and Social Sciences College. „Moving out : the impact of deinstitutionalisation on salient affective variables, social competence and social skills of people with mild intellectual disabilities“. THESIS_CAESS_XXX_Dixon_R.xml, 2004. http://handle.uws.edu.au:8081/1959.7/550.
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This thesis examined the social competency and affective functioning of people with mild intellectual disabilities through salient variables that impact on people with disabilities who have been deinstitutionalised. Its primary purpose was to extend the previous research on the impact of deinstitutionalisation by incorporating multi-dimensional self-concept, adaptive behaviour and quality of life, in combination with self esteem and locus of control, in longitudinal/comparison design. It is also aimed to examine the development of identity, self-esteem and social competencies from a qualitative perspective. Finally it assessed the efficacy of an interpersonal cognitive problem-solving intervention which incorporated techniques for the development of maintenance and generalisation and determined the impact of this intervention on real-life social behaviours. The findings have important implications for current theory of the self-concept for people with intellectual disabilities, the provision of programs and techniques to improve self-concept, and also for the provision of social skills programs to enhance the social competencies and the social integration for people who have been deinstitutionalised.Doctor of Philosophy (PhD)
20
Dhaliwal, Ranjit. „Examining social problem solving programmes with mentally disordered and intellectually disabled offenders in secure hospital settings“. Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47343/.
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This thesis examines the effectiveness of social problem solving programmes and the efficacy of an assessment tool designed for mentally disordered offenders (MDOs) and intellectually disabled (ID) offenders in secure hospital settings. Firstly, a systematic review concluded that all studies reported benefits of the social problem solving programmes with MDOs. Several studies also identified that shorter revised programmes had lower drop-out rates, and were more cost-effective. Methodological limitations were identified and suggested further research is needed. Secondly, Interpretative Phenomenological Analysis (IPA) was utilised to explore the meanings ID offenders in a secure hospital attribute to their experience of the Thinking Skills Offender Programme (TSOP). Five themes emerged and participants’ conveyed a sense of hope in relation to their treatment, discussed challenges they faced, identified the impact the TSOP had on factors contributing to their offending behaviour, and wanted to share their experiences with a wider audience. Further research to develop effective programmes for ID offenders is discussed. Thirdly, an assessment and treatment of an adult male violent offender with ID and Autistic Spectrum Disorder (ASD) who undertook the TSOP in a medium secure unit is examined. The findings highlighted the difficulties in assessing and treating such patients using conventional methods and the need for standardised assessments and interventions for this population is discussed. Finally, the reliability and validity of the Novaco Anger Scale and Provocation Inventory (NAS-PI) is examined with MDOs and ID offenders. Its clinical utility in inpatients settings and limitations are also discussed. This thesis has highlighted the benefits of social problem solving programmes with MDOs and ID offenders, difficulties of conducting research with this population, and the need for further rigorous research into assessments and interventions.
21
Kenner, Courtney C. Velde Beth P. „Comparison of two relaxation techniques to reduce physiological indices of anxiety in a person with mild mental retardation“. [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2232.
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Thesis (M.S.)--East Carolina University, 2009.Presented to the faculty of the Department of Occupational Therapy. Advisor: Beth Velde. Title from PDF t.p. (viewed June 22, 2010). Includes bibliographical references.
22
Pollicina, Carmelo. „A computer method for the induction of concrete operational thought in mentally retarded or learning disabled persons“. Thesis, Royal Holloway, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314273.
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Chipps, Esther M. „Inlfuence of diagnoses, race, medicaid enrollment status on health service utilization among the seriously mentally disabled population“. The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054149270.
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Chipps, Esther M. „Influence of diagnoses, race, medicaid enrollment status on health service utilization among the seriously mentally disabled population“. Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054149270.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xxi, 338 p.; also includes graphics Includes bibliographical references (p. 318-336). Available online via OhioLINK's ETD Center
25
Goosen, Maria. „Evaluation of the service delivery protocol utilised with sexually abused mentally disabled children in the Boland / Goosen M“. Thesis, North-West University, 2012. http://hdl.handle.net/10394/8079.
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Children's rights have become paramount to many initiatives that highlight the plight of children in South Africa. These rights form the cornerstones of South Africa's legal obligations towards all children in this country. Although we have the best legal framework to protect children, they are still exposed to horrible and inhuman acts like sexual abuse. Child sexual abuse knows no gender, colour, race, social or economical status and is an extremely traumatic experience for any child.
Mentally disabled persons are amongst the most vulnerable in our communities. Mentally disabled children are most vulnerable to neglect and isolation, and this often makes them easy targets for abuse and violence. The rights of abused mentally disabled children are violated on a daily basis by close relatives, strangers and even service providers. Branches of the FCS Unit of the South African Police Service render services to abused, mentally disabled victims and are supposed to be guided in their activities by the fundamental principle that all people are equal before the law. Services are rendered according to a set service delivery protocol which guides investigating officers to bring justice to all sexual abuse victims.
The aim of this research was to evaluate the effectiveness of the service delivery protocol pertaining to sexually abused, mentally disabled children in the Boland rural areas.
The study reveals that service delivery to mentally disabled children in rural areas is insufficient due to many reasons such as a lack of resources, vast travelling distances, inappropriate use of available resources, and lack of communication skills. The study reveals the need for a special school in the Boland rural area, because the nearest school is in some areas 40–50km away and the children are forced to stay in a hostel which negatively impacts on the mother–child relationship. Other needs also emerged from the study, such as the need for a crèche, a life–skills centre for mentally disabled children older than 18 years, a special school for mentally disabled children, and holiday programmes that include and/or cater for the mentally disabled child. These services would enhance the development of the mentally disabled child's speech and vocabulary to be able to give statements of abuse and effectively communicate with the investigating officer.
Cape Mental Health can play a key role in determining the victim's mental age, which would enable the forensic social worker to do a comprehensive forensic assessment about the alleged abuse incident. Forensic social workers at FCS Units are trained by the South African Police to assess sexually abused, mentally disabled children.
The study shows that forensic social workers are not optimally utilised by their respective units and in some instances no referrals of sexually abused, mentally disabled children were made. It is evident that the service delivery protocol of the FCS Units in the Boland to sexually abused, mentally disabled victims should be refined and made to include key role players such as forensic social workers. These role players would be responsible for meeting national and international obligations and offering protection services to all children.Thesis (MSW (Forensic))--North-West University, Potchefstroom Campus, 2012.
26
Mason, Elizabeth M. „Factor structure differences in cognitive abilities of LD and EH children“. Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.
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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
27
Ellen, Arthur S. „Modification of the classroom adjustment rating scale for use with learning disabled and emotionally handicapped boys“. Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483131.
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The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.
28
Rucker, Randall W. „Religious education and curriculum for the mentally disabled adult in the local church especially for churches with limited resources /“. Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Shaboodien, Shabier Ibrahim. „Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong“. Thesis, View the Table of Contents & Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.
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MARSHALL, CATHERINE ANN. „STRESS REDUCTION THROUGH SKILLS TRAINING IN FAMILIES OF THE SEVERELY PSYCHIATRICALLY DISABLED: A REHABILITATION PSYCHOLOGY APPROACH (CHRONICALLY MENTALLY ILL)“. Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187912.
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Families are now often the primary caretakers of severely psychiatrically disabled relatives, also referred to as the chronically mentally ill (CMI). As a result, families report experiencing stressors such as a lack of psychosocial resources, disturbance in family routine, and increased financial problems--in addition to feelings of guilt and embarrassment. Research has indicated that the families need education, support, and training in coping skills. La Frontera Center, Inc. (LFC), a comprehensive community mental health agency in Tucson, Arizona, provided both education and support to families of the severely psychiatrically disabled. The education essentially involved providing families with knowledge regarding schizophrenia; support was available through a task-oriented self-help group. The purpose of the present research was to develop a complementary coping skills training program, and investigate its effectiveness. The research was conducted through two separate studies. The first study compared subjects who received the skills training, and education, with subjects who received education only. The second study utilized members from the LFC support/advocacy group who had previously attended the education class. One-half of these subjects received the skills training, while continuing involvement with the support group, and were compared to subjects who were involved with support only. In each study, subjects were randomly assigned to either the treatment or comparison group. Both designs involved repeated measures, with data analyzed according to an analysis of covariance statistical procedure. Though the hypotheses were not supported statistically in the first study, a number of results were statistically significant in the second study, and did support the hypotheses, including treatment subjects experiencing decreased anxiety, decreased depression, decreased conflict within the family, and increased social functioning and use of community resources.
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Tam, Ching-yi Maureen. „A social education group for the mentally handicapped young adults /“. [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341666.
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McFann, Mitchell Louis. „Relationship between profiles of attention and special education placement“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.
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Kreitmair, Markus Benedikt. „In fear of the frail, the treatment of the disabled at the Eichberg asylum for the mentally ill in Nazi Germany“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51380.pdf.
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Walsh, Joseph. „A comparison of social support resources for the severely mentally disabled clients of two community treatment teams in Franklin County, Ohio /“. The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170406523.
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Sauer, Lennart. „Teater och utvecklingsstörning : en studie av Ållateatern /“. Umeå : Institutionen för socialt arbete, Umeå universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-353.
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Scott, Mary Ann Lugo. „A comparison of WISC-R and WISC-III IQ scores and special education placement in samples of Black and White mentally retarded and learning disabled students /“. Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Haley, Diane J. „Design of Specifications And Requirements For The Computer-Based Training System For An Automated Small-Group Home Facility To Accommodate Mentally And Physically Disabled Persons“. NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/561.
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There is a critical need for comprehensive residential living facilities, in other than large institutional environments, for persons with both mental and physical disabilities. In an automated small-group home, these people could achieve a quality of life derived from having some control over their living and learning environments. Technology could be the answer to help the multiple handicapped individual.
The purpose of this dissertation project was to design specifications and requirements for a training methodology to prepare multiple and severely disabled people to use a computerized environmental-control system. A residential facility for mentally retarded individuals in Broward County served as the "Project Center". The primary objectives for the project were: (1) to determine the category of individual with the ability to use a computerized environmental-control system; and (2) to design an appropriate training methodology.
Training candidates were carefully chosen to select individuals who represented a cross-section of people with multiple handicaps and who were potentially able to derive benefit from an automated small-group home environment. Baseline evaluation, formative evaluation, and summative evaluation procedures were studied and applied, as appropriate, to learners, to lessons (objectives), and to the total program. The product of this project was a prototype of a training program to be used as the basis for the formative revision of future expanded training.
Expectations for using a standard or semi-standard keyboard for computer input were not reasonable; therefore, an alternative input device was developed. It consisted of two large-format, recessed, push-button keypads that were distinctly color-coded and permitted trainees with limited hand control to sequence through the menu options and select the desired choice. Consistent with previous experience of the trainees in the use of communication aids, menu choices for control-action functions were represented as easily recognized pictures ("icons") instead of words.
Target goals (performance objectives) designed to teach the general skills required to accomplish desired functions using the computer and related input and output devices were written to be meaningful, measurable, and referenced to the broad goals initially established. When Target Goals were successfully achieved, the trainee had acquired the knowledge necessary to make menu choices and use the computer system, including input and output devices.
Pre-training evaluation was conducted by a team of observers. Evaluation of training sessions followed; during which the trainer applied Training session Procedures developed specifically for this project to teach trainees to accomplish the Target Goals. Post-training evaluation was conducted by the same team that conducted pre-training evaluation
The overall increase for all trainees, who when totaled together completed 64 of the maximum possible 80 rounds (8 trainees x 10 rounds per trainee). Trainees as a group were able to accomplish an average of 76.04 percent of the maximum possible goals. They were able to accomplish an average of 95.05 percent of goals tried.
The broad program goals were effectively transformed into educationally sound performance objectives. The training session procedures were appropriate to accomplish the Target Goals for 5 of the 6 training candidates who were not classified as being in the severe to profound level of mental retardation, even though their physical disabilities were classified as severe. The two keypad input approach used with the icon-based, binary choice menu software and the training session procedures proved to be very effective for the be used as the basis for future training of persons with disabilities similar to those at the project center.
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Anderson, Linda Adele. „Feedback as a strategy for increasing the participation of consumers in the design, implementation, and evaluation of outpatient treatment programs for the chronic mentally disabled“. Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2133.
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Utilizing clients in decision-making, advocacy, and service delivery roles within the treatment environment is one means of providing the chronic mentally disabled with opportunities for participatory social roles, choice and control. However, client deficiencies of skill, experience, and motivation are suggested to be barriers to the successful accomplishment .of this purpose. Strategies are needed to overcome these barriers. Feedback has been shown to be an effective, low-cost tool for increasing accomplishment in work settings.
The primary purpose of this study was to investigate the effectiveness of feedback in increasing the independent participation of a mental health consumer advisory group. This was investigated utilizing a multiple baseline design across the three behaviors required to fulfill the group's functions. A structured agenda, including all necessary tasks was also introduced for each of the three behaviors.
While inclusion of a task as an agenda item was found to be sufficient to assure a high level of participation, consistency of this high level was increased with feedback. As the study progressed, the percentage of consumer generated tasks on the agenda increased.
Results suggest that while this mental health consumer
group initially lacked the skills and knowledge to specify the tasks required to fulfill its functions when the tasks were specified, the group generally performed them with a high level of independent participation. This study also suggests that, with experience, skills and knowledge increased resulting in increased consumer group independence in specifying the tasks required to structure the agenda and fulfill its roles.
39
Erdner, Anette. „Berättelser om ensamhetens vardag hos människor med psykiska funktionshinder /“. Stockholm, 2006. http://diss.kib.ki.se/2006/91-7357-023-0/.
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Schneeberger, Ute. „Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz“. Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-67827.
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Thesen
1. Die vorliegende Arbeit beschäftigt sich mit der Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz. Inhaltliche Schwerpunkte der Untersuchung sind die Lebensqualität, die soziale Integration und die Rehospitalisierungen nach der Entlassung.
2. Es wurden 65 ehemalige Patienten auf der Grundlage der Krankenakte zum Enthospitalisierungszeitpunkt (zwischen 1991 und 1999) und anhand eines persönlichen Interviews und einer Aktenanalyse zum Erhebungszeitpunkt (2003) untersucht. Zur Kerndatenerfassung wurde ein standardisierter zweiteiliger Erhebungsbogen erarbeitet. Dabei wurden neben soziodemografischen und krankheitsbezogenen Daten das Geschlecht, das Alter und die Hospitalisierungsdauer einbezogen. Darüber hinaus kam das Berliner Lebensqualitätsprofil, ein daraus abgeleiteter Score für soziale Integration, die Nurses Observation Scale for Inpatients (NOSIE) und der Fragebogen zur Erfassung des individuellen Hilfebedarfs im Bereich Wohnen (HMBW) zur Anwendung.
3. Obwohl sie einen großen Anteil der Populationen von Langzeitpatienten ausmachten, fanden die geistig Behinderten in der psychiatrischen Forschung bisher nur wenig Beachtung. Es wurden deshalb auch Erkenntnisse aus anderen Fachgebieten, wie der Geistigbehindertenpädagogik, berücksichtigt.
4. Die hier untersuchten ehemaligen Patienten unterscheiden sich bezüglich soziodemografischer, biografischer und medizinischer Daten von der sonst in psychiatrischen Enthospitalisierungsstudien erfassten Klientel mit überwiegend schizophrenen Erkrankungen. Die geistig Behinderten wurden sehr früh, 72% vor dem 20. Lebensjahr, hospitalisiert. Die durchschnittliche Verweildauer betrug 28 Jahre (Range sechs bis 67 Jahre). Über die Hälfte der Patienten verblieben beim ersten stationären Aufenthalt dauerhaft in der Klinik. 19 Patienten hatten eine leichte, 46 eine mittelgradige geistige Behinderung. In 19 Fällen bestand eine neurologisch-psychiatrische Komorbidität, darunter acht Schizophrenien und acht Epilepsien.
62 Personen befanden sich zum Erhebungszeitpunkt in stationären Heimeinrichtungen mit 24-Stunden-Betreuung, zwei lebten in einer Außenwohngruppe eines Wohnheims und ein Patient war im Maßregelvollzug untergebracht.
5. Sie wiesen in der individuellen Lebensgestaltung (Bereich Wohnen) überwiegend einen sehr geringen bis geringen Hilfebedarf auf. Unterstützung war vor allem bei der Regelung finanzieller und rechtlicher Angelegenheiten erforderlich sowie beim Umgang mit fremden Personen und der Organisation von Terminen.
6. In dieser Arbeit wurden die geistig Behinderten selbst zu ihrer Lebensqualität befragt. Dazu liegen bisher nur wenige Erfahrungen vor. Es zeigten sich überwiegend sehr hohe Zufriedenheitswerte, die im Vergleich zu anderen psychiatrischen Enthospitalisierungsstudien noch höher lagen. Niedrigere Zufriedenheitswerte wurden nur im Bereich der finanziellen Situation geäußert und einige Probanden wünschten sich mehr Kontakt zu den Angehörigen. Bezüglich der objektiven Daten fällt auf, dass ein hoher Anteil (72%) einer Beschäftigung, meist in einer WfB, nachging. Die Freizeit wurde von vielen Bewohnern aktiv verbracht, z.B. verließen 95% regelmäßig die Wohnung und waren im Jahr vor der Erhebung 91% verreist gewesen. Über die Hälfte war in Einzelzimmern untergebracht, nur noch eine Bewohnerin in einem Mehrbettzimmer. 70% bejahten die Frage nach einem guten Freund. Kontakte zu „Normalbürgern“ wurden nur von 9% angegeben.
7. Es wurden verschiedene Einflußfaktoren auf die Lebensqualität analysiert, wobei sich jeweils nur wenige signifikante Unterschiede fanden. A) Alter zum Enthospitalisierungszeitpunkt: Die unter 50jährigen Bewohner hatten häufiger Kontakt zur Familie und einem Freund. Nur in dieser Gruppe gab es Kontakte zu „Normalbürgern“. B) Zeitdauer, die nach der Enthospitalisierung vergangen ist: Die länger Enthospitalisierten (>4 Jahre) gingen häufiger einer Arbeit nach und waren in der Freizeit aktiver. Sie hatten häufiger einen Freund. In der am längsten enthospitalisierten Gruppe war die Zufriedenheit mit der finanziellen Lage und der Aussicht, noch lange in der Einrichtung zu verbleiben, geringer. C) Hospitalisierungsdauer: Die kürzer Hospitalisierten (bis 40 Jahre kumulative Dauer) unterschieden sich von den länger Hospitalisierten darin, dass sie häufiger einer Arbeit nachgingen und in der Freizeit aktiver waren, sie hatten häufiger einen Freund.
8. Anhand des Scores für soziale Integration konnte eine Gruppe besser Integrierter und ein Gruppe schlechter Integrierter gebildet werden. Sie unterschieden sich signifikant hinsichtlich folgender Parameter: Die besser Integrierten waren jünger und kürzer hospitalisiert. Sie erreichten in der NOSIE höhere Werte für soziales Interesse und niedrigere Werte für Retardierung. Der Anteil mittelgradiger Intelligenzminderungen war höher. Sie waren länger enthospitalisiert.
9. 18 Bewohner mussten nach der Enthospitalisierung erneut stationär psychiatrisch behandelt werden, konnten aber nach Krisenintervention wieder entlassen werden. Die Rehospitalisierten unterschieden sich von den übrigen Bewohnern in folgenden Merkmalen: Die kumulative Dauer der Hospitalisierung war kürzer (23 Jahre vs. 31 Jahre). In der NOSIE wiesen sie höhere Werte betreffend das Item „Reizbarkeit“ auf.
10. Die Ergebnisse belegen, dass die Enthospitalisierung der hier untersuchten leicht und mittelgradig geistig Behinderten überwiegend erfolgreich war. Sowohl aus den hier gewonnenen Erkenntnissen, als auch in Übereinstimmung mit der psychiatrischen und sonderpädagogischen Literatur läßt sich weiterer Handlungsbedarf für Praxis und Forschung ableiten. Der Prozess der Ent-Institutionalisierung sollte zukünftig fortgesetzt und wissenschaftlich begleitet werden. Psychiatrische und sonderpädagogische Fachleute sollten hierbei im Interesse der geistig Behinderten kooperieren.
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Umb-Carlsson, Õie. „Living conditions of people with intellectual disabilities : a study of health, housing, work, leisure and social relations in a Swedish county population /“. Uppsala : Department of Neuroscience, Psychiatry, Ulleråker, University Hospital, Akademiska sjukhuset, Uppsala University, 2005. http://urn.kb.se/resolve?urn=urn:bn:se:uu:diva-6143.
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42
Pottinger, Richard C. „Elementary school principals' attitudes and training as they relate to their least restrictive environment (LRE) practices toward self-contained learning disabled and/or emotionally impaired students“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49869.
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If the intent of Public Law 94-142 is to be realized as it
pertains to the provision of appropriate placement and programming
within the least restrictive environment for handicapped students,
there must be an improved understanding of the attitudes, training,
and experience of the principal as they relate to his practices. The
purpose of this study was to examine the attitudes and training of
elementary school principals in a large mid-Atlantic school system as
they related to their least restrictive environment practices toward
students with specific learning disabilities and/or emotional
disturbances who are placed in self-contained, (Level 4) special
education classes in their schools.
A review of literature indicated no instruments emphasizing
elementary school principals' attitudes, training, and current LRE
practices. A survey instrument was developed that was sensitive to
the above variables.
The sample which responded to the survey instrument included 46
elementary school principals who supervise self-contained (level 4)
learning disabilities and/or emotionally impaired classes out of a
total population of 46 principals and 72 special education teachers
working with these programs.
The mu1ti—part survey instrument completed by principals included
3 sections: LRE Practices, Opinions Related to LRE Practices, and
Demographics. Thirteen LRE activities were delineated to provide a
composite of the LRE practices over which the principal has direct
influence. The special education teachers responded to a modified
survey instrument that focused on their principals' LRE practices.Ed. D.
incomplete_metadata
43
Jones, Francesca. „Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4866/.
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Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.
44
Richardson, Robert Frederick Jr. „An analysis of the relationship between race and gender and national student placement in programs for the educable mentally retarded, learning-disabled, and seriously emotionally disturbed from 1976 through 1984“. W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618418.
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Both prior to and since the passage of 94-142 in 1975, researchers and policy analysts have raised consistent concerns about the overrepresentation of black males in EMR and ED programs, especially in view of an often noted disproportion of white males in LD programs.;All of the empirical research on overrepresentation since 1975 has been characterized by one or more of the following limitations: (a) Small sample populations were drawn from one school district or state, (b) Larger samples, when studied, were analyzed at one specific point in time rather than over a period of time, (c) The power of the statistic used to analyze the data was so limited that few, if any, valid conclusions could be reached.;The present study was undertaken with the specific objective of compensating for these earlier limitations. The primary research question examined was "To what degree are race and gender related to the actual versus expected prevalence of students placed in programs for the educable mentally retarded, learning disabled, and emotionally disturbed nationally from 1976 through 1984?" A dataset was drawn from a secondary database compiled by the U.S. office for Civil Rights from a biennial national survey of elementary and secondary schools. The data were analyzed by means of a log-linear statistic selected because of its ability to generate both a probability ratio and a reliable measure of association.;Results of the study indicated that black students continue to be significantly overrepresented in EMR programs, both nationally and regionally, as are blacks and males in ED programs. Males are significantly more likely to be placed in LD programs than are females, as they are to a lesser degree in EMR programs. White students are not disproportionately classified as learning disabled, however, and a trend towards black student disproportion in LD programs appears to be emerging.;The author concluded that, despite specific procedural safeguards enacted in 1975, factors other than educational and behavioral data (such as race and gender) continue to influence significantly the classification process in special education. The need for meaningful and valid classification was seen as critical as long as a categorical model of special education continues to pervade the field.
45
Olsson, Claes G. „Omsorg & kontroll : En handikapphistorisk studie 1750-1930. Föreställningar och levnadsförhållanden“. Doctoral thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32905.
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The aim of the present dissertation is to investigate attitudes toward individuals suffering from functional disorders or categorized as disabled and the conditions under which they have lived. The present author applies an historical perspective and identifies three significant turning points: the end of the eighteenth century and beginnings of the nineteenth and twentieth centuries. The terms ”care” and ”control” reflect the complexity and conflict inherent in the perception and handling of these individuals. In the first period, folklore helped both explain and shape the way people apprehended infants born with functional disabilities or whose mental or physical developmet was aberrant. The inroads made by science during the eighteenth century helped combat these notions with knowledge and information. Upon ”discovering” the handicapped, the advocates of science identified them as an untapped source of labor. All that was needed was a conscientious upbringing and education. As a consequence, and with the blessings of the state and private charitable institutes, an increasing number of experts assumed parental obligation, thereby initiating a comprehensive institutionalization. The second period is epitomized by the founding of the first special needs school in Sweden, the National Institute for the Blind and Deaf-Mute in Stockholm in 1809. The actions of individuals like the energetic Per Aron Borg and the blind woman Charlotta Seuerling´s desire to receive a better education were small events with major significance. The diverging views of politicians and teachers on the form and content of lessons, which can be boiled down to a matter of theoretical knowledge versus practical vocational training, are also discussed. In the third period I focus on the increased control to which individuals with functional disabilities, specifically the vision-impaired and blind, were subjected at the outset of the twentieth century. Beginning in 1903, a countrywide inspection tour visited the blind in their homes. The inspectors were given the dual task of offering concrete support to the blind and look into their abilities to support themselves and live socially-approved, moral lives. It was an invasion of privacy with good intentions. The accumulated results showed that only a small number of individuals were able to support themselves in the trades they had acquired at blind school. Most continued to be dependent on relatives, social services and charitable donations.
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Litvinaitė, Živilė. „Sutrikusio intelekto asmenų socialinis dalyvavimas: raiška ir plėtotės galimybės“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181054-96034.
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Intensyviai plėtojantis socialinio darbo specialybei, sparčiai kintančioje Lietuvos visuomenėje, neįgaliųjų socialinis dalyvavimas tampa vienu įdomesniu socialinio darbo tyrinėjimo klausimu, nes paliečia kertinius šios profesinės veiklos principus. Darbe yra aptariama konkreti socialinė problema, būtent potencialiai socialiai atskirtų sutrikusio intelekto asmenų socialinis dalyvavimas. Darbo tikslas – atskleisti sutrikusio intelekto asmenų socialinio dalyvavimo raišką ir plėtotės galimybes.Under conditions of intensive development of the social work speciality and in the rapidly changing Lithuanian society, social involvement of the disabled is becoming an interesting problem of research into social work since it refers to the key principles of this activity. The thesis analyses a specific social problem: social involvement of potentially socially excluded mentally disabled people. The aim of the study is to reveal the forms and development possibilities for social involvement of mentally retarded people.
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Gustafsson, Carina. „Intellectual Disability and Mental Health Problems : Evaluation of Two Clinical Assessment Instruments, Occurrence of Mental Health Problems and Psychiatric Care Utilisation“. Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3531.
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Olofsson, Elina, und Jennie Olsson. „Hjälpande makt : En studie om uppdraget som god man“. Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45349.
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This study illustrates how the power relation between the trustee and principals are experienced and maintained in proportion to the missions design. The main focus lies on understanding of how trustee perceives and applies the mission`s cornerstones and how power can be expressed in the relationship between trustees and principals. Nine semi-structured interviews were conducted with trustees whose principals were mentally disabled. The interviews were then analyzed with the support of Foucault's concept of discipline, knowledge, control, surveillance and reward/punishment and Tilly's theory of persistent inequality We have obtained an understanding of the complexity of the assignment regarding the mission`s cornerstones who goes into every other, and all respondents agreed that the cornerstones should be considered as a whole. We concluded that the trustee on the basis of the mission's design possesses a power that is necessary and important to have regarding the relation to his principal and its social network. Half of the trustees were well aware of the power they possess; however, all agreed that power is a negatively charged word that not necessarily needs to be operated in the guardianship. We could, based on empirical data, see that the power is used in various ways, both directly and indirectly against their principals and its social networks.
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Camarda, Gabriela. „Centrum volného času a integrace v Hranicích“. Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2011. http://www.nusl.cz/ntk/nusl-215786.
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The basic starting point of the project is to understand needs of mentally disabled people and an evaluation of a badly usable floodplain. The draft proposes creation of an activity park, an exemplary garden and a leisure- and integration centre object. The centre generates an important point on the route from the city centre to the neighbouring spa town and connects two significant areas in the town, which associate various cultural and sports facilities. The design of flood-protection works was evolving from a version with a partial increase of the terrain and placement of a flood-protection dyke up to the nature-close arrangements in a terrain-dyke form, which doesn´t inhibit natural processes of the Bečva river and maintains an active flood zone in an almost unchanged shape. The building program was formulated in two versions. A creative café connected with a gastro-workshop is fundamental in the both versions. In the building program A a horticulture is emphasised, the building program B is more aimed at a creative-workshops. The new building is reacting to the needs for integration of disabled people and it's creating a place for “meeting”. The public space is creating by the composition of volume containing various functions. The garden- and park-arrangements in the studied area were chosen in the way to fully support the character of the planned leisure-centre. The draft is composed by geometrically alternating areas with different functions, which are connected by a promenade going along the dyke-crown.
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Lupo, Ana Paula Rodrigues. „O atendimento das crianças com deficiência mental: visão das mães e dos profissionais do CAPSi de Itu-SP“. Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20260.
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Introduction: The incidence of mental health changes has increased considerably and the consequences of this tend to be tragic if the subject is not very well taken care of. In Brazil, the psychiatric reform is in full development. Children's Psychosocial Care Centers (CAPSi) are structures responsible for organizing the mental health services network in their territory, providing support and supervising mental health care in the basic health network. In Itu-SP there is a single CAPSi in the municipality. It was created in 2011 and has been showing a constant increase in the number of visits. We carried out a study about the perception of the care of both the employees and the mothers of the children served in this service.Objectives:1. To analyze how the professionals of the Child Psychosocial Care Center (CAPSi) "NeideBeneditaZacariasTasca" of Itu /SP perceive the needs and their collaboration in the education of mothers of children with mental disabilities; 2. Analyze how mothers with mentally handicapped children perceive the education they received from CAPSi professionals. Methodology: This is a descriptive, exploratory research with a qualitative approach, which presents as a theoretical reference the Discourse of the Collective Subject and was carried out at the NeideBeneditaZacariasTasca Children's Psychosocial Care Center "(CAPSi) de Itu / SP. The effectiveness of a group spontaneously created by the mothers of the children also researched. All employees and all mothers were invited and accepted to participate in the study 10 of the 13 employees and 30 of the 103 mothers.Results: For Employees, forty percent of them do not feel fully safe at work and suggest that they should be better trained; Eighty percent believe that their guidelines are ineffective and justify that the effectiveness of the guidelines depends on other factors and suggest that the demand for children is reduced. Regarding the conclusion of the mothers' interviews, all the mothers interviewed had some difficulty in getting to the service; Seventy percent believe that CAPSi is the best place to treat serious children; Sixty percent do not feel safe in relation to the guidelines received; Forty percent feel safe, but assigns this security to the group of mothers; All mothers suggest decreased demand in Itu'sCAPSi and establishment of other referral centers. Conclusions: Although more studies are needed to confirm the complaints pointed out in our research, the current survey may contribute to measures being taken to improve care in the ItuCAPSi
Introdução: A incidência de alterações da saúde mental tem aumentado consideravelmente e as consequências disso tendem a ser trágicas se o assunto não for muito bem cuidado. No Brasil, a reforma psiquiátrica está em pleno desenvolvimento. Os Centros de Atendimento Psicossocial infantis (CAPSi) são estruturas responsáveis em organizar a rede de serviços de saúde mental de seu território, dando suporte e supervisionando a atenção a saúde mental na rede básica de saúde. Em Itu-SP existe um único CAPSi no município. Ele foi criado em 2011 e vem apresentando constante aumento do número de atendimentos. Realizamos um trabalho sobre a percepção do atendimento tanto dos funcionários quanto das mães das crianças atendidas nesse serviço. Objetivos: 1. Analisar como os profissionais do Centro de Atenção Psicossocial Infantil (CAPSi) “Neide Benedita Zacarias Tasca” de Itu/SP percebem as necessidades e a sua colaboração na educação de mães de crianças com deficiência mental; 2. Analisar como as mães portadoras de crianças com deficiência mental percebem a educação que receberam dos profissionais do CAPSi. Metodologia: Trata-se de pesquisa descritiva, exploratória, com abordagem qualitativa, que apresenta como referencial teórico o Discurso do Sujeito Coletivo e que foi realizada no Centro de Atenção Psicossocial Infantil“ Neide Benedita Zacarias Tasca”(CAPSi) de Itu/SP. A efetividade de um grupo criado espontaneamente pelas mães das crianças também pesquisada. Todos os funcionários e todas as mães foram convidados e aceitaram participar do estudo 10 dos 13 funcionários e 30 das 103 mães. Resultados: Em relação aos Funcionários, quarenta por cento deles não se sente plenamente seguro no trabalho e sugerem que deveriam ser melhor capacitados; Oitenta por cento acredita que suas orientações não são efetivas e justificam que a efetividade das orientações depende de outros fatores e sugerem diminuir a demanda de crianças. Em relação a conclusão das entrevistas das mães, todas as mães entrevistadas tiveram alguma dificuldade de chegar ao serviço; Setenta por cento acredita que o CAPSi é o melhor lugar para o atendimento de crianças graves;Sessenta por cento não se sente segura em relação as orientações recebidas; Quarenta por cento se sente segura, mas atribui essa segurança ao grupo das mães; Todas as mães sugerem diminuição da demanda no CAPSi de Itu e estabelecimento de outros centros de referências. Conclusões:Embora mais estudos sejam necessários para comprovar as queixas apontadas em nossa pesquisa, o atual levantamento pode contribuir para que medidas sejam tomadas para melhorar o atendimento no CAPSi de Itu