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Germond, Sean Alan. "Rheumatoid arthritis : a cognitive-behavioural intervention." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/13551.
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Bibliography: leaves 190-206.This study investigated both the mediating role of psychological adjustment in determining pain experience, disease · status, and immune function in Rheumatoid Arthritis (RA), and the value of cognitive-behavioural intervention in improving the overall health status of such patients. Two related hypotheses were tested in a matched-random assigned two-groups design, with pre-, mid-, and post-intervention assessment. Fourteen (N = 14) female RA outpatients, selected along established inclusion criteria, were allocated to either treatment (n=8) or control (n=6) groups after being matched on date of disease onset and ratings, of coping efficacy. The treatment group received an eight week Stress Inoculation and Pain Management Training programme (sixteen 2-hour sessions) based on the conceptual approach of Meichenbaum (1985) and adopted from a program by O'Leary, Shoor, Lorig and Holman (1988). The program included educational material, instruction in palliative and cognitive pain management strategies and the application thereof in daily living, goal setting to improve activity function, and group discussion. The program was designed to nurture and develop existing coping skills, and to impart new strategies to cope with daily stress and pain. Pre-intervention correlational analyses tested the extent to which mood disturbance, self-perceptions of coping efficacy, health locus of control and stressful life experience were related to intensity and quality of pain, disease activity, functional status and lymphocyte proliferation rate. Intra- and inter-group analyses were conducted to determine treatment effects in terms of change scores .on the dependent measures, and case studies were conducted to evaluate individual response both to disease and cognitive-behavioural intervention.
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Rodrigues, Angela Margarete Martins. "Systematic development of a behavioural intervention to promote sun-protection behaviours amongst holidaymakers." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2569.
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Intermittent UV-exposure is a risk factor for melanoma. Recreational sun-exposure (e.g. holiday) is associated with melanoma incidence. Effective and affordable interventions to promote sun-protection behaviours (SPB) are needed. This PhD thesis describes the development of a behavioural change intervention to promote SPB amongst holidaymakers and a pilot of acceptability, feasibility, and fidelity of the intervention. A systematic review was conducted to appraise efficacy of behavioural interventions to change SPB and experience of sunburn. Twenty-three randomised-controlled trials (RCT) were included and no evidence was found for the efficacy of interventions in reducing tanning, promoting protective clothing and seeking shade. Larger effects were observed for self-reported sun-exposure and number of sunburn experienced. Moderator analyses showed that effective interventions were more likely to stimulate social norms and provide appearance-based information about photoaging. A qualitative study based on the theory domain framework was conducted to investigate perceptions of sun-related experiences and determinants of SPB. In a semi-structured interview, 17 holidaymakers showed a desire to tan attributing a high value to it during holidays. Most respondents knew how to perform SPB and identified key barriers to SPB. Findings from systematic review and qualitative work informed the development and design of an evidence-based intervention. The prototype of the mobile phone based (app) intervention was initially tested using a user-centred design: 17 participants were satisfied with the prototype and expressed willingness to use it, with minor changes being introduced to optimise acceptability. Novel outcome measures to assess sun protection behaviours were also explored. The two newly developed methods of outcome assessment (sunscreen use events classifier and mDNA damage caused by UV exposure) show robust evidence for the assessment of sun protection behaviours and skin damage during holidays. This work contributed to the development of a full protocol for the outcome assessment in a definitive trial. Another systematic review was conducted to synthesize evidence on the question-behaviour effect (QBE) for health-related behaviours. Forty-one studies were included assessing a range of health behaviours. Findings showed a small QBE. Studies showed moderate heterogeneity, variable methodological quality and evidence for publication bias. No dose-response relationship was found. Risk of bias within studies and publication bias indicate that the observed small effect size may be an over-estimate. Based on these findings, no changes would be introduced to the protocol of the definitive trial to tackle QBE. A pilot study assessing the acceptability, feasibility and fidelity of the app use showed that the intervention was feasible and highly acceptable. Findings from the pilot study will inform a definitive RCT.
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Nunes, Luís Saboga. "Web-assisted tobacco intervention in Portuguese: intentions to make behavioural changes and behavioural changes." Doctoral thesis, Universidade Nova de Lisboa. Escola Nacional de Saúde Pública, 2011. http://hdl.handle.net/10362/9898.
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ABSTRACT - The problem of how to support “intentions to make behavioural changes” (IBC) and “behaviour changes” (BC) in smoking cessation when there is a scarcity of resources is a pressing issue in public health terms. The present research focuses on the use of information and communications technologies and their role in smoking cessation. It is developed in Portugal after the ratification of WHO Framework Convention on Tobacco Control (on 8 November 2005). The prevalence of smokers over fifteen years of age within the population stood at 20.9% (30.9% for men and 11.8% for women). While the strategy of helping people to quit smoking has been emphasised at National Health Service (NHS) level, the uptake of cessation assistance has exceeded the capacity of the service. This induced the search of new theoretical and practical venues to offer alternative options to people willing to stop smoking. Among these, the National Health Plan (NHP) of Portugal (2004-2010), identifies the use of information technologies in smoking cessation. eHealth and the importance of health literacy as a means of empowering people to make behavioural changes is recurrently considered an option worth investigating. The overall objective of this research is to understand, in the Portuguese context, the use of the Internet to help people to stop smoking. Research questions consider factors that may contribute to “intentions to make behavioural changes” (IBC) and “behavioural changes” (BC) while using a Web-Assisted Tobacco Intervention Probe (WATIP). Also consideration is given to the trade-off on the use of the Web as a tool for smoking cessation: can it reach a vast number of people for a small cost (efficiency) demonstrating to work in the domain of smoking cessation (efficacy)”?
In addition to the introduction, there is a second chapter in which the use of tobacco is discussed as a public health menace. The health gains achieved by stopping smoking and the means of quitting are also examined, as is the use of the Internet in smoking cessation. Then, several research issues are introduced. These include background theory and the theoretical framework for the Sense of Coherence. The research model is also discussed. A presentation of the methods, materials and of the Web-Assisted Tobacco Intervention Probe (WATIP) follows.
In chapter four the results of the use of the Web-Assisted Tobacco Intervention Probe (WATIP) are presented. This study is divided into two sections. The first describes results related to quality control in relation to the Web-Assisted Tobacco Intervention Probe (WATIP) and gives an overview of its users. Of these, 3,150 answered initial eligibility questions. In the end, 1,463 met all eligibility requirements, completed intake, decided on a day to quit smoking (Dday) and declared their “intentions to make behavioural changes” (IBC) while a second targeted group of 650 did not decide on a Dday. With two quit attempts made before joining the platform, most of the participants had experienced past failures while wanting to stop. The smoking rate averaged 21 cigarettes per day. With a mean age of 35, of the participants 55% were males. Among several other considerations, gender and the Sense of Coherence (SOC) influenced the success of participants in their IBC and endeavour to set quit dates. The results of comparing males and females showed that, for current smokers, establishing a Dday was related to gender differences, not favouring males (OR=0.76, p<0.005). Belonging to higher Socio-economic strata (SES) was associated with the intention to consider IBC (when compared to lower SES condition) (OR=1.57, p<0.001) and higher number of school years (OR=0.70, p<0.005) favoured the decision to smoking cessation. Those who demonstrated higher confidence in their likelihood of success in stopping in the shortest time had a higher rate of setting a Dday (OR=0.51, p<0.001). There were differences between groups in IBC reflecting the high and low levels of the SOC score (OR=1.43, p=0.006), as those who considered setting a Dday had higher levels of SOC. After adjusting for all variables, stages of readiness to change and SOC were kept in the model. This is the first Arm of this research where the focus is a discussion of the system’s implications for the participants’ “intentions to make behavioural changes” (IBC).
Moreover, a second section of this study (second Arm) offers input collected from 77 in-depth interviews with the Web-Assisted Tobacco Intervention Probe (WATIP) users. Here, “Behaviour Change” (BC) and the usability of the platform are explored a year after IBC was declared. A percentage of 32.9% of self-reported, 12-month quitters in continuous abstinence from smoking from Dday to the 12-month follow- up point of the use of the Web-Assisted Tobacco Intervention Probe (WATIP) has been assessed. Comparing the Sense of Coherence (SOC) scores of participants by their respective means, according to the two groups, there was a significant difference in these scores of non smokers (BC) (M=144,66, SD=22,52) and Sense of Coherence (SOC) of smokers (noBC) (M=131,51, SD=21,43) p=0.014. This WATIP strategy and its contents benefit from the strengthening of the smoker’s sense of coherence (SOC), so that the person’s progress towards a life without tobacco may be experienced as comprehensible, manageable and meaningful. In this sample the sense of coherence (SOC) effect is moderate although it is associated with the day to quit smoking (Dday).
Some of the limitations of this research have to do with self-selection bias, sample size (power) and self-reporting (no biochemical validation). The enrolment of participants was therefore not representative of the smoking population. It is not possible to verify the Web-Assisted Tobacco Intervention Probe (WATIP) evaluation of external validity; consequently, the results obtained cannot be applied generalized. No participation bias is provided. Another limitation of this study is the associated limitations of interviews. Interviewees’ perception that fabricating answers could benefit them more than telling the simple truth in response to questions is a risk that is not evaluated (with no external validation like measuring participants’ carbon monoxide levels). What emerges in this analysis is the relevance of the process that leads to the establishment of the quit day (Dday) to stop using tobacco. In addition, technological issues, when tailoring is the focus, are key elements for scrutiny. The high number of dropouts of users of the web platform mandates future research that should concentrate on the matters of the user-centred design of portals. The focus on gains in health through patient-centred care needs more research, so that technology usability be considered within the context of best practices in smoking cessation.
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Morawska, Alina. "Efficacy and effectiveness of self-directed behavioural family intervention /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18252.pdf.
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Bryant, Danielle Louise. "Developing optimism : a cognitive-behavioural intervention to reduce stress." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/7904.
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Optimistic explanatory style refers to the way in which individual’s routinely attribute cause to the events in their lives (Ambramson et al., 1978) and can be successfully enhanced through the use of cognitive behavioural therapy (CBT) group-based workshops (Buchanan et al., 1999; Seligman et al., 2007). It has been successfully measured via the self-report Attributional Style Questionnaire (ASQ: Peterson et al., 1982) and has been associated with better performance and lower levels of state anxiety following negative feedback (Martin-Krumm et al., 2003), a lower incidence of stress-related physical illness (Jackson et al., 2002; Buchanan et al., 1999), and lower levels of job-related emotional distress (Hershberger et al., 2000). In 2005, teaching was identified as the second most stressful job undertaken within the UK (Johnson et al., 2005) and two independent reviews of the teacher-stress literature both concluded that further research is required to develop effective stress-management interventions (Kyriacou, 2000; Jarvis, 2002). Furthermore, Jarvis (2002) specifically highlights CBT-based interventions as an avenue which requires research within the teacher-stress domain. In 2005, Bryant (unpublished MSc thesis) highlighted a link between optimistic explanatory style and lower levels of stress in student Physical Education (PE) teachers who were undergoing the practicum element of their one-year postgraduate diploma of education. The current thesis explored the effectiveness of a CBT-based optimism training programme in developing optimism and reducing stress in student and neophyte PE teachers. A longitudinal, repeated-measures, mixed methods design was employed in a naturalistic setting. Using a pre-test, intervention, post-test design, the effects of CBT-based training were shown to enhance optimism and positive affectivity, and reduce cognitive stress in student teachers during the practicum element of their professional training. To strengthen causal links, a dose-response design was used to provide enhanced training to a sub-group of student teachers. Although differences in optimism and perceived cognitive stress were present in the results, they were not significant. Finally, a qualitative interview based follow-up study identified that participants who had received the prolonged CBT-based optimism training exhibited higher levels of optimistic explanatory style, lower levels of stress and more dispositional optimism than participants who received either the initial or no optimism training. Theoretical and practical implications of the current findings and directions for future research are discussed.
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Keter, Elinor. "A thematic cognitive behavioural intervention with depressed chronic pain patients." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ32153.pdf.
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McPhail, Lorna May. "Early intervention for stealing: Interrupting the antisocial trajectory." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/1545.
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This study investigated the effectiveness of the Triple P Programme to reduce stealing behaviour in three preadolescent children. Using behavioural monitoring and self-report questionnaires, outcome measures included stealing behaviour, parenting practices, parenting efficacy, and parental mental health. A measure of change was also included to identify change points in the therapeutic process. Results suggest that parent training is effective in the reduction of stealing behaviours, as positive changes were found across all the measures employed. This early intervention has the potential to disrupt an antisocial developmental trajectory for children who steal. Limitations of the study and directions for future research are discussed.
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Reilly, James Phillip. "The efficacy of a pain management programme for people with chronic low back pain." Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250272.
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Howarth-Hockey, Gemeah. "Residential behavioural intervention for rural mothers of children with disruptive behaviour disorders : a clinical replication series /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16252.pdf.
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De, Almeida Neto Abilio Cesar. "Training community pharmacists in cognitive behavioural intervention strategies for optimising the monitoring of non prescription combination analgesic products." University of Sydney. Pharmacy Practice, 2000. http://hdl.handle.net/2123/833.
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Analgesic products can produce serious side effects. Because potent analgesics are not under medical surveillance but are available to the public without a medical prescription, any attempt to influence consumer behaviour in relation to these products must be via interventions at pharmacist level. The Australian government is now pressuring the pharmacy profession to monitor effectively the use of such non-prescription medication. The aim of this study was to train community pharmacists on brief intervention strategies for use in a pharmacy setting in relation to combination analgesic products. Focus groups showed that participants had concerns about adopting confrontational counselling styles, as they feared this would antagonise consumers leading to loss of patronage without having an impact on consumer behaviour. This concern was later reinforced by consumer interviews, which showed that a significant proportion of respondents thought that the use of non-prescription analgesics was their responsibility. A protocol for the sales of analgesic products was designed with these issues in mind. The transtheoretical model of change (TTM) and motivational interviewing were selected as theoretical frameworks, as they take into account differences among consumers in motivation and in intention to change behaviour and are congruent with pharmacists' concerns. Consumer-centred intervention strategies were tailored to the individual consumer according to his/her readiness to change. This approach was borrowed from the area of smoking secession in which it has been related to positive clinical outcomes. The assumption was made that TTM-based intervention would also be effective in a pharmacy setting in relation to analgesic products. In the initial pilot study, community pharmacists who simply attended a workshop in the cognitive-behavioural intervention strategies failed to incorporate the newly acquired skills to their practice and consequently lost their proficiency. In the subsequent pilot study, when the workshop was followed by ongoing on-site training with immediate feedback and coaching through the use of pseudo-patron visits, the investigator was able to shape community pharmacists' practice behaviour in relation to the monitoring of pharmacist only analgesic products. The methodology was then refined and in the final study trained pharmacists were significantly more likely than control pharmacists and baseline to engage in a number of behaviours related to the study intervention. These included handling the sales of pharmacist only analgesics themselves, identifying inappropriate use, assessing readiness to change, and delivering an intervention according to the consumer's readiness to change. The results suggested that in pharmacy practice post qualifying therapeutic skill transfer is not achieved by workshop presentation alone. Modelling of the desired behaviour involving reinforcement and feedback is necessary.
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Deary, Vincent Aaron Vernon Adrian Hugo. "Cognitive behavioural therapy for functional dysphonia : development of a complex intervention." Thesis, University of Newcastle Upon Tyne, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576979.
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Functional dysphonia, loss or alteration of voice in the absence of physical pathology, is the commonest presentation to speech and language therapists (SLTs) and accounts for up to 40,000 new cases every year in the UK. Besides its impact on personal and work life, functional dysphonia is also associated with increased levels of anxiety and depression and poor general health. Voice therapy delivered by SLTs improves voice but not these associated symptoms. The aim of this research project was therefore to develop an improved intervention. Method A broad cognitive behavioural model of medically unexplained symptoms (MUS) was researched and identified as a suitable theoretical basis for the intervention development process. This was then applied as an assessment format in a series of patient interviews. Data from this stage were used to design a cognitive behavioural therapy (CBT) intervention for a SLT to deliver in a small consecutive cohort study. Data and clinical insights from this study were used to further develop the CBT intervention, which was then trialled in an external pilot patient randomised trial. Following up findings from the consecutive cohort phase, particular attention was paid in the randomised trial to the process issues involved in the professional behaviour change of the SLT, and a questionnaire study to investigate fatigue and perfectionism in functional dysphonia patients was conducted. Results and conclusion It was acceptable and feasible for a SLT to deliver CBT and there was some evidence of clinical effectiveness. This data is used to discuss the power and design of a future definitive study. The focus on process illuminated the work that needed to be done to embed a complex intervention in clinical practice. Functional dysphonia was shown to resemble other MUS in ways that could significantly contribute to our understanding and treatment of this condition.
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Presnall, Melissa. "Sleep problems in anxious children : a behavioural family intervention : a dissertation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2943.
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This study used a multiple baseline across participants design to examine the relationship
between sleep and anxiety in school-aged children, the effectiveness of a behavioural family
intervention, and the co-existence of depression with children presenting with sleep
disturbances and anxiety symptoms. The families of five school-aged children, three females
and two males that met the selection criteria as having problematic sleep and anxiety
participated in the study. Interventions incorporating a combination of strategies from sleep
and anxiety research were individually designed for each child.
The hypotheses of the study were measured by the use of parent and child sleep
diaries, the Child Behaviour Checklist (CBCL), the State-Trait Anxiety Inventory for
Children (STAIC), and the Children's Depression Inventory (CDI) and were administered at
baseline, post-intervention, and follow-up. This study provides preliminary results that
indicate a relationship between sleep and anxiety may occur. The use of a behavioural family
intervention in the treatment of these problems showed mixed results, appearing most
successful in reducing participants' self-ratings of anxieties followed by reductions in parental
presence and sleep onset latency. The co-occurrence of depression was indicated and
symptoms decreased for those children whose sleep behaviours and anxiety problems
improved. The limitations of this study and implications for future research and professional
practice are discussed.
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Nye, Elizabeth. "Classroom behaviour management to support children's social, emotional, and behavioural development." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1.
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Introduction: Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible Years Teacher Classroom Management (IY TCM) programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. The overall aim of this DPhil is to use the Incredible Years Teacher Classroom Management programme as a case study for applying mixed methods at the systematic review level to ascertain what is known about both the programme's effectiveness and how people experience the course, and subsequently to use the systematic review's findings as a springboard (rather than as an end goal) for more exploratory research into 'for whom' the programme might work. Method: Study One is a mixed methods systematic review of IY TCM. It applied multilevel meta-analysis to RCT outcome data and grounded theory meta-synthesis to interview and focus group data on stakeholders' experiences of IY TCM. Quantitative and qualitative findings were cross-synthesised and mapped using an integrative grid. Study Two moves the field forward by filling a gap in the evidence base, as identified in Study One. Semi-structured telephone interviews were conducted with special educational needs coordinators (SENCos) across Devon, exploring the acceptability and appropriateness of expanding IY TCM to the subgroup of children with special educational needs (SEN) in mainstream schools. Data were analysed thematically and mapped onto IY TCM content. Results: In Study One, nine studies reported across 14 papers met inclusion criteria for either quantitative or qualitative strands of this systematic review. Multilevel meta-analysis of RCTs (n=4) indicated that the programme produced teacher- and child-level results in the desired directions. Clear trends across all measured outcomes favoured the intervention group over the treatment-as-usual comparison. Qualitative meta-synthesis (n=5) illuminated a cyclical learning process and broader conceptualisation of teacher and child outcomes than was evident in the quantitative evidence. Notably, RCT data on teacher outcomes were limited to self-reported or observed behaviours, while teachers described other benefits from IY TCM including increased knowledge and emotional well-being. Cross-synthesis of findings from the two review strands highlighted harmony across the RCT and qualitative evidence but also a number of areas in which constructs that were prioritised by one type of research were not integrated into the other. Study Two generated classroom management strategies from SENCos, which aligned closely with strategies taught in IY TCM, indicating that IY TCM would be both acceptable and applicable (if not sufficient) for use when working with children identified with SEN and behavioural difficulties in schools. Discussion: Based on the positive effects of implementing IY TCM despite very few studies to power analyses, the programme appears to offer tangible benefits to both teachers and children. It is possible that results are underestimated due to limited types of outcomes measured and absence of experiential data from additional stakeholders (e.g., parents). Depending on current provision of special educational needs services, schools operating inclusion models are likely to find these strategies beneficial for children identified with SEN, and this subgroup should be explicitly examined in future IY TCM studies.
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Hanratty, Marcus. "Design for Sustainable Behaviour : a conceptual model and intervention selection model for changing behaviour through design." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/19548.
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This thesis is based in the research area of Design for Sustainable Behaviour (DfSB), a field which seeks to reduce the social and environmental impact of products in the use phase of their life cycle. There has been significant theoretical development in this area in recent years, leading to a proliferation of intervention strategies and design methodologies. However, there has been a recognised lack of a reliable means of selecting which intervention strategy to use in a given situation, and a lack of real world intervention case studies generating measurable medium-to-long term reductions in energy consumption. Addressing these gaps was a central focus of this research. This thesis documents four distinct research phases; an extensive literature review, an in-depth user study of existing energy consuming behaviours and motivations, the development and trialling of design interventions, and the evaluation of the generated theories as a tool for designers. Literature on domestic energy consumption, human behaviour, and approaches to changing behaviour was reviewed to establish the current level of thinking and to identify opportunities for further research. This guided the undertaking of the user study with a number of families in the East Midlands of the UK, which illuminated the relevant motivational goals, and highly routinized nature, displayed in many energy consuming behaviours. Over the course of this phase of the research journey a new conceptual model of behaviour in context was developed, and refined to create the Behavioural Intervention Selection Axis (BISA). These theoretical developments were then applied to the generation of DfSB intervention concepts, one of which was selected and developed to a functional prototype stage. These prototypes were trialled in situ in family homes for an extended period, and achieved a significant change in behaviour and related energy consumption. Further evaluation of the BISA as a tool to guide designers was performed through a series of workshops with design students, which ascertained its usefulness in this respect. Both the intervention development and trialling and the design workshops showed the conceptual model and BISA to be successful in providing designers with a reliable and useful means of selecting appropriate intervention strategies to change behaviour. In addition the intervention trial provided a wealth of qualitative insight into the way in which DfSB can effect behaviour, and the range of new motivational goals it can engender.
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Stallman, Helen M. "Self-directed teen triple P : a behavioural family intervention to reduce risk factors for adolescent behavioural and emotional problems /." St. Lucia, Qld, 2003. http://adt.library.uq.edu.au/public/adt-QU20031223.115158/index.html.
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Herron, Katherine. "Development and evaluation of a cognitive behavioural intervention for post-stroke insomnia." Thesis, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582877.
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Background: CBT for insomnia (CBTI) has been successfully applied to those with long term medical illness as an alternative to sleep medication. Such treatments have not yet been experimentally trialled in with stroke, nor has attention been paid to tailoring CBTI for those living with the challenges of stroke. The present study aimed to modify the standard CBTI protocol for post-stroke insomnia and to test the efficacy. Method: The first phase of the study comprised development of the protocol and consultation with a service user feedback group. The second phase involved a Single Case Experimental Design whereby 5 community dwelling persons with stroke, who met the DSM-IV criteria for insomnia, underwent the modified CBTI protocol. Efficacy of the protocol was determined by measuring sleep, beliefs about sleep, daytime functioning, mood, quality of life and whether participants met the criteria for insomnia. A content analysis was also carried out to elicit qualitative findings from participant feedback and therapist clinical notes. Results: The modified CBTI protocol showed both subjective and objective improvements on one or more sleep parameter for all participants. Three participants no longer met the criteria for insomnia at post-treatment. CBTI was associated with improvements in daytime sleepiness, quality of life and belief change about sleep. The content analysis suggested that behavioural techniques were preferred by participants over cognitive strategies. 3 I I ~ Conclusion: This study has shown that the modified CBTI protocol was beneficial for reversing insomnia symptoms in those with stroke. 4
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Wahid, Rasha M. "Cognitive behavioural therapy for psychosis developing family intervention for schizophrenia in Egypt." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517721.
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Smith, Linda J. "Behavioural intervention for enuresis and encopresis in the field of intellectual disability." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273938.
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Teder, Marie. "Evaluation of a family-based behavioural intervention programme for children with obesity." Licentiate thesis, Linköpings universitet, Hälsa, Aktivitet, Vård (HAV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-89959.
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Background and aims: Impaired eating habits and reduced physical activity have become associated with obesity in children in the last three decades. Parents have a responsibility to be good models for their children regarding lifestyle patterns and habits. The aim of this thesis was to evaluate a family-based behavioural intervention programme (FBIP) for children with obesity designed for use in paediatric outpatient care. The specific aims were to investigate the clinical outcomes and programme adherence and to examine the children’s lifestyle habits according to their own and their parents’ reports, the agreement between these reports, and the correlations to change in z-BMI (standardized body mass index) from baseline to 12 months after the FBIP. Subjects and methods: This thesis is based on a prospective single-group before/after design. Twenty-six children, 14 boys and 12 girls aged 8.3–12.0 years, and their parents attended 25 group sessions, in 3 child and 3 parental groups, during a 2-year FBIP. The treatment manual, Group treatment for children with Overweight and Obesity and their Parents and the semistructured interview called MORSE, a Swedish term for Food and Activity, Social and Emotional adaptation, emphasizes cognitive and behavioural guidelines and the focus is to change eating and physical activity habits and to maintain the new changes. Results: The results showed that the children decreased their z-BMI from a mean of 3.3 (0.7 SD) at baseline to 2.9 (0.7 SD) 1 year after the completion of the programme. There was a significant decrease in z-BMI in boys from a mean of 3.5 (0.6 SD) at baseline to 3.0 (0.7 SD) (p = 0.001) at follow-up 12 months after completion of the programme; the z-BMI in the girls decreased from a mean of 3.0 (0.6 SD) at baseline to 2.7 (0.8 SD) (p = 0.155) at follow-up. The children’s waist/height ratio (the waist circumference in centimetres) divided by the height (in centimetres) showed no significant decrease over the same period. The biomedical markers of blood glucose metabolism and lipid status remained within the normal range at the 1-year follow-up after program completion compared with baseline. The rate of family adherence to the programme was high. The reports from the children and the parents regarding the children’s lifestyle habits showed a significant increase regarding the level of physical activity after the FBIP (24 months) compared with baseline. Agreement between the children and their parents improved after the FBIP (24 months) compared with baseline, regarding whether the children felt hungry most of the time and the children’s levels of physical and sedentary activity. Changes in the child or parental analyses of lifestyle were not significantly associated with reduced weight 1 year after the end of the FBIP. Conclusions: A 2-year FBIP against childhood obesity implemented in a paediatric outpatient setting can be seen as a potential model for children and their parents. It is important to offer interventions to children with obesity although this FBIP needs to be confirmed with larger populations in a randomized controlled trial.
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Caddick, Katie. "Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/exploring-perceptions-around-the-implementation-of-cognitive-behavioural-intervention-by-school-staff-following-training-and-support(69ff7fc5-8736-4eb5-92f9-d6ae92910c2e).html.
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Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues that schools are an ideal place in which to implement such interventions. As part of a county initiative, school staff were trained and offered follow up support by 2 Educational Psychologists (EPs) around the use of school-based CBI to support children who have SEBD. The 10 participants (from 5 schools) in this research were part of this initiative: they received 4 sessions of training followed by either monthly individual supervision, or group supervision, around their use of CBI. Training and supervision targeted implementation of key CB competences, selected from a competency framework recommended by ‘Improving Access to Psychological Therapies’ (IAPT, 2011). The research explored staff perceptions around the CB competences that they implemented, their methods of implementation and the barriers and facilitators to their implementation. The research used a mixed methodology design. Qualitative data was analysed using thematic analysis and quantitative data was analysed using descriptive statistics. Data was gathered through interviews, supervision sessions, intervention diaries and training evaluations. Exploration of facilitators and barriers to implementation was based on Durlak and DuPre’s (2008) model of intervention implementation. Facilitators/barriers discrete from this model were also identified. Identification and exploration of such factors can assist in ensuring quality implementation of school-based interventions in the future. This study demonstrates how school staff can implement a range of CB competences and through multi-levels of intervention in schools. The potential role of the EP in supporting school staff to implement CBI is also discussed.
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Howarth, Joelene Marie. "Childhood Obesity Prevention: A Parent Administered Behavioural Intervention to Increase Child Physical Activity." The University of Waikato, 2006. http://hdl.handle.net/10289/2390.
Full textAbstract:
Obesity is a complex and increasingly prevalent health disorder that is associated with a wide range of medical, social, and psychological difficulties. People are more likely to be obese if they consume an energy dense diet but do not engage in physical activity. Research has indicated that interventions, when implemented during childhood, have long-term outcomes that are superior to interventions implemented in adulthood. This research piloted a behaviourally based intervention programme, with parents as the agents of change, to promote a lifestyle change for inactive children. The programme focussed on increasing physical play (lifestyle activity) and on decreasing sedentary behaviour (an obesity promoting behaviour) during children's after school leisure time. The intervention was investigated using three case studies. Although no conclusive evidence was gained regarding the effectiveness of the pilot programme there was some evidence that children participating reduced their amount of sedentary behaviour and increased the amount of time they spent in physical play. There was also evidence that parents were able to administer the programme and that they found it useful. The results from the present study suggest that the development and application of parent administered behavioural programmes, in the form of packaged interventions to prevent child obesity, warrant further investigation both in terms of the benefits and costeffectiveness it could offer parents and practitioners alike.
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Wilson, Shannae Louise. "Effects on sleep-state organisation of a behavioural intervention for infant sleep disturbance." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8044.
Full textAbstract:
Establishing healthy sleep-wake patterns early in infancy is vitally important as sleep problems can persist. Behavioural sleep interventions such as the parental presence procedure are well established and have been found to improve infant sleep as determined by parent report. The exact nature of this improvement is, however, unclear. Sleep consolidation, sleep-state organisation, and self-soothing are thought likely to change after intervention; however, no known research has comprehensively determined which of these variables change as infant sleep changes in response to intervention. Three participants aged between 7 to 11 months who met the criteria for Infant Sleep Disturbance (ISD) were referred by a Health Centre and the parental presence behavioural sleep intervention was implemented. Parental report and videosomonography (VSG) data were used to measure sleep before and after intervention. While parental report is limited in that parents can only report what they can hear and/or see, VSG offers a tool that can be used to measure sleep-state organisation, state changes, and periods when the infant is awake and quiet. The present research found that infants’ sleep became more consolidated resulting in fewer sleep-wake transitions and night wakings. Infants who had difficulties initiating sleep on their own also demonstrated decrease in Sleep Onset Delay (SOD). Furthermore, infants were found to sleep through a greater number of sleep-state transitions and sleep for a greater duration of time before waking. Collectively this research provides some evidence that changing parental behaviours to those that promote self-initiation through self-soothing and consistency, can change sleep-state organisation and improve self-soothing.
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Hughes, Jamie. "A parent-mediated naturalistic behavioural intervention for young children with autism spectrum disorder." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/50002/.
Full textAbstract:
There are several studies that demonstrate the effectiveness of Pivotal Response Training (PRT) as an evidence-based intervention for children with ASD. However, very few researchers have conducted studies on parent’s use of these strategies, specifically in naturally occurring contexts (i.e., home setting). This study was a preliminary attempt to teach parents how to implement the six motivational procedures of PRT during everyday routines. A concurrent multiple baseline design across nine parent-child dyads consisting of baseline, intervention, and post-intervention phases was utilized. Parent-child interactions were conducted in a free play context to code for parent in- structions or comments provided, parental responsiveness, and changes in the children’s social communication behaviours. Results of the study showed improvements in social communication and decreases in challenging behaviour, as a result of the parent-mediated intervention. Additional- ly, the results of the study suggest that in spite of the lack of consistent fidelity at the specified 80% criterion, children with autism still demonstrated social communication, play, and behavioural ben- efits, during interactions with their parents. Parents reported lower levels of stress and were overall satisfied with the intervention. Findings from this study demonstrate the feasibility of PRT parent- mediated interventions based on PRT conducted in natural environments.
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Wade, Emma, and emma wade@rch org au. "Resilient Victims of School Bullying: Psychosocial Correlates of Positive Outcomes." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.101203.
Full textAbstract:
Bullying is a phenomenon that has serious psychological consequences for victims, including low psychological wellbeing, poor social adjustment, psychological distress, and physical illness. Bullying has become a topic of increasing public concern and the focus of considerable research in Australia over the last decade. Parallel to this rise in interest in bullying research is a rise in research into resilience. Research has indicated that children facing distress will show a range of responses; some will regress, while others tolerate and even thrive in the face of trauma; it is this second group that are described as resilient. It was therefore postulated in this thesis that individuals exposed to bullying may not all succumb to the typical negative effects of being a victim of school bullying. While previous studies have noted the difference in reactions to bullying, this is the first study to investigate whether resilient victims can be identified, and their key psychosocial characteristics profiled. Based on this notion, it was predicted that victims of bullying could be taught a set of skills and attitudes that would build their resilience to the expected effects of bullying. The present research consisted of two studies. Study 1 had two phases. The first phase of Study 1 identified 'resilient victims' of school bullying by assessing participants on their levels of victimisation and their levels of wellbeing using a battery of questionnaires. Participants were assigned to one of four groups: resilient victims, non-resilient victims, healthy non-victims, or poor-health non-victims. From the original sample of 867 students, 111 were categorised into one of the four groups, and completed a second questionnaire package. The second phase examined the relationships between these resilience groups and eight psychosocial correlates of general resilience: individual protective factors, optimism, coping, social support, social skills, self-esteem, self-concept, and emotional intelligence. The results showed that there were significant discriminators between resilient and non-resilient victims, particularly on factors such as optimism, productive coping, self-concept and self-esteem, and so cial variables. The aims of the second study were to 1) develop a cognitive-behavioural group intervention program to teach social skills, perceived social support, self-esteem, optimism, and effective coping skills, to adolescent victims of school bullying; and 2) to investigate the effectiveness of the intervention. Ten year 7 and 8 students who reported negative consequences to high levels of bullying participated in the intervention program. Results indicated that the program had positive effects on the skills and attitudes that the program targeted. The program also appeared to have positive effects on the participants' levels of victimisation and general wellbeing.
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Williams, Elizabeth. "Applied Behaviour Analysis and Educational Psychology (EP) : exploring the role of the EP within Early Intensive Behavioural Intervention (EIBI)." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114773/.
Full textAbstract:
The application of Behaviour Analysis as an early intervention for children with Autistic Spectrum Condition is increasing within the United Kingdom (Lambert, 2013). Although there is evidence to suggest that Educational Psychologists (EPs) are involved in some capacity with Early Intensive Behavioural Therapy (EIBI), there is a lack of research to inform the profession. Semi-structured interviews were held with four parents who have a child receiving EIBI and two EPs with experience of EIBI. The questions asked were related to the role of the EP within EIBI. The data was analysed using Thematic Analysis as described by Braun and Clarke (2006). The eleven themes identified portrayed the difficult relationship between the Local Authority Services and parents. Recommendations are made to the role of the EP as to how to work effectively and inclusively with cases involving EIBI.
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Ferguson, Shirley, and n/a. "An examination of a school based, multimodal program for middle primary boys with difficult behaviours." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060710.101053.
Full textAbstract:
This study examined the efficacy of a multimodal intervention with conduct
disordered boys in the middle primary years. The intervention consisted of a behavioural
classroom program; a small group, social skills program; and a behavioural parenting
program Resource implications of this model were also evaluated.
A review of the current literature on conduct disorders showed that these children
account for less than 5% of the population, but they have a strong impact on families,
teachers, peers, schools and the wider community. About 50% of children with severe, early
behavioural problems will continue with these problems, not only throughout their adult
lives, but into the next generation. Early intervention appears to offer our best hope of
altering this trajectory.
Interventions with this population have been largely unsuccessful. At the present
time the most promising intervention is behavioural parent training programs. Combining
these with child focused social skills programs, and behavioural programs in the school
setting, increases their efficacy.
This study used a single subject experimental design to examine the effects of this
program on four boys with behavioural difficulties. Continuous measures were taken with
parent, and teacher daily record charts, and classroom observations. Pre, post and followup
measures were taken with the Child Behaviour Checklist. The results of the study were
mixed. Some subjects, according to some respondents, improved in home and school
behaviours. All three subjects, for whom there was followup data, had improved.
The classroom, and parenting programs appeared to be associated with positive
changes in child behaviour, the small group was associated with more disruptive behaviour
at school.
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Hattar, Anne. "Developing and testing a theory based behavioural intervention in overweight and obese adults: The Healthy Eating and Active LifesTyle Health Intervention." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/2517.
Full textAbstract:
This study tested the efficacy of the Healthy Eating and Active LifesTyle Health Intervention program, a 12-week randomised-controlled intervention based on social psychological theory aimed at promoting weight loss. Results revealed changes in dietary intake and physical activity, and related biomedical and psychological outcomes, over time, but no differences between the theory-based intervention conditions and a psycho-educational control conditions. Results also supported predictions of the psychological theories on which the intervention was based.
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Shams, Benajir. "Effect of adherence to a web-based behavioural modification intervention on health behaviours and reduction in overweight/obesity among adolescents." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57920.
Full textAbstract:
PURPOSE: The purpose of this study was to: 1) investigate whether adherence to components of a web-based weight management intervention have an effect on health behaviours (moderate-to-vigorous physical activity (MVPA), sedentary behaviour, and dietary quality) and change in body mass index (BMI) z-score of adolescents; and 2) to examine how health behaviours mediate the relationship between adherence to components of the intervention and change in BMI-z-score. METHOD: A total of 158 overweight/obese adolescents and their parents participated in an 8-month web-based weight management intervention. Path analysis was used to examine the effect of adherence to intervention components on health behaviours associated with obesity (MVPA, sedentary behaviour, and dietary quality) and change in BMI z-score at 4 and 8 months and to test for mediation effects. Adherence assessed the percentage of content viewed and number of weeks of self-monitoring of physical activity (steps), sedentary time, and dietary intake. MVPA and sedentary behaviour were assessed with accelerometers and self-reported questionnaires. Three self-administered 24-hour dietary recalls were used to compute a dietary quality index. RESULTS: Adolescents viewed 49% and 39% of the web content at 4 and 8 months, respectively. They self-monitored their steps, sedentary time, and dietary intake for 7.5, 2.0, and 3.9 weeks during the first four months and 10.9, 2.7, and 5.6 weeks for the duration of the intervention period (8 months), respectively. The amount of content adolescents’ viewed had a significant direct effect on their dietary quality at both 4 and 8 months (Standardized Coefficient (SC)=0.19, p=0.09 and SC=0.24, p=0.01, respectively) and a significant direct effect on change in BMI z-score at 8 months (SC=0.26, p=0.01). None of the health behaviours mediated the effect of adherence to intervention on change in BMI z-score. CONCLUSION: The study highlights that viewing more content was associated with improved dietary quality and greater reduction in BMI z-score but use of the self-monitoring tools did not explain these changes. Health behaviours could not explain the underlying process of the intervention. Finding ways to maintain adolescents engaged with the intervention is necessary given its effects on health outcomes.Medicine, Faculty of
Population and Public Health (SPPH), School of
Graduate
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Ayling, Kieran. "Psycho-behavioural influences on vaccine success : towards a brief, non-pharmacological primary care intervention." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43908/.
Full textAbstract:
Vaccines against infectious diseases are less effective in older adults than in younger adults. This is of significant clinical importance as older adults are also the most vulnerable to contracting, and suffering the most severe consequences of, infectious diseases. Prior research demonstrates that behavioural and psychological factors can modulate the immune system and, in turn, influence how well vaccines work. However, there is a relative paucity of work focusing on older adults. Further, studies have tended to consider only one behavioural or psychological factor at a time - meaning it is unclear which factor, or combination of factors, should be the target of interventions to enhance vaccine effectiveness. This thesis presents three distinct, yet inter-related, pieces of original research which sought to further our understanding of the behavioural and psychological influences on vaccinations and inform the future development of interventions to enhance vaccine effectiveness. First, current approaches to measuring the immune response to vaccination (e.g., ELISAs) are limited in that they require large volumes of sera, antigen, and other consumables. This makes them expensive and time consuming, which limits their utility for larger studies. Thus, the first phase of the research involved establishing a novel high-throughput multiplex antigen microarray assay for quantifying influenza-specific IgG levels in sera. This involved adapting an existing microarray assay and validating it in a series of laboratory experiments. The microarray assay demonstrated acceptable intra- and inter-assay reliability and correlated well with ELISA (H1N1: rho=.534, p < .01; H3N2: rho=.802, p < .00001; B: rho=.454, p < .01). Crucially, the protocols developed could be adapted to suit a variety of research purposes in the future. Second, a prospective longitudinal observational cohort study was conducted to investigate the influence of modifiable psychological and behavioural factors on short and long-term antibody responses to influenza vaccination in older adults (n=138). Diary methods, pedometers, and anthropometric measurements were used to assess nutrition, sleep, physical activity, affect and perceived stress repeatedly over the 2 weeks prior to, and 4 weeks following influenza vaccination. Greater positive affect across the measurement period was found in multivariate regression models to be a significant independent predictor of both short- (β=.189, p=.036) and long-term H1N1 antibody responses following vaccination (β=.296, p=.003): with greater positive affect predicting a more robust antibody response. However, positive affect on the day of vaccination was found be even more salient, explaining greater variance than positive affect over the longer period (H1N1 short term model: R2=.077 vs .058; long term model: R2=.136 vs .125). Greater variability in perceived stress over the measurement period predicted poorer long-term antibody responses to both H1N1 (β=-.268, p < .05) and B strains (β=-.255, p < .05), even after taking overall stress exposure into account. Third, in view of the observed relationship between positive affect and immune responses to vaccination, and in particular the role of positive affect on the day of vaccination, a systematic scoping review was conducted to examine the effects of brief positive mood interventions on immunity. A moderate-sized (31 studies, 38 interventions), but relatively low quality, literature was identified. Few studies included older adults and none examined the effects on in-vivo immune challenges such as vaccination. While there was considerable heterogeneity in the form of interventions that elicited mood improvements, the clear majority of studies reported enhanced immunological outcomes (87.1%). However, many interventions were unsuitable in their current form for implementation within the current already resource-stretched UK health system. Together, the work presented in this thesis points to the potential utility of brief, positive affect enhancing interventions as a way of enhancing immune responses to vaccination in older adults. Further methodologically rigorous research is needed to systematically develop and evaluate positive affect interventions that are both acceptable for older adults and feasible for implementation in the NHS.
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Patrick, Sarah. "Evaluating a universal cognitive behavioural intervention : what is the impact on pupils' self-esteem?" Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021596/.
Full textAbstract:
This study evaluated a short-term Cognitive Behavioural Intervention (CBI) delivered by school staff to whole classes, designed to promote self-esteem. The research had a practical purpose, as the intervention had been implemented within multiple schools without being evaluated. A mixed methods design was employed to assess the impact of the CBI and to explore why this impact was occurring, to inform future use. 171 pupils in years 5 and 6 from three mainstream schools were criterion-sampled, 108 in the intervention group (4 classes selected by school staff) and 63 in the wait-list control group (3 classes, matched by school and year). All pupils completed scales from the Self-Description Questionnaire (SDQ) and the Children’s Automatic Thoughts (CAT) scale at pre-intervention and post-intervention. One class also completed the scales for a third, follow-up occasion. Qualitative data were collected through semistructured interviews with 3 school staff and 6 pupils. In addition, school staff were observed delivering the intervention to ascertain implementation fidelity. Results suggest that the CBI had no impact on pupils’ global self-esteem or peer related self-concept, but it had a negative impact on pupils’ school self-concept. There were no immediate impacts on Negative Automatic Thoughts (NATs), except for pupils with below-average academic attainment who showed reductions in NATs at postintervention. Follow-up data showed positive impacts on NATs, peer and school selfconcept two months after the intervention, although this lacked a control comparison. Thematic analyses of the qualitative data revealed factors influencing the impact of the intervention included its universal design, the involvement of school systems and individual pupil differences. The study concluded that the intervention has value as a psycho-educational learning tool, but does not directly improve global self-esteem. There are implications for the role of educational psychologists in supporting schools to critically select and implement interventions.
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Bland, Kirsten. "Evaluation of the community based group parenting intervention 'Getting through the day'." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4459.
Full textAbstract:
Childhood behavioural disorders affect up to 9% of UK children under the age of ten (Meltzer et al.,2000). The consequences of these difficulties are widespread, placing the dchild at greater risk for later psychopathology, unemployment, relatioship problems and criminal activity. The trajectory towards the development of behavioural difficulties presents a complex milieu of potential risk and protective factors. Individual risk factors includes cognitive deficits, premature birth and childhood physical illness, although these are tempered by interactions with environmental risk factors such as low socioeconomic status and parental factors such as parental self-efficacy and mental health. Parenting skills are consistently highlighted as a key factor for the mediation of behavioral difficulties, and consequently lend themselves to the most influential intervention approach - the group parenting programme. Despite a wealth of programmes available, strenth of content and supporting evidence base vary widely. Current approaches are outlined and critiqued. 'Getting throught the day' is a manualised group parenting programme developed to impact upon child behaviour, parental self-efficacy and parental wellbeing. The aim of the current study was to evaluate this resource in the community setting within which it is delivered. Following longitudinal design, group participants and parents of 'healthy controls' from local schools and nurseries completed the standarised assessment questionnaires Strenght and Difficulties Questionnaire (corroborated by teacher version), Parenting Stress Index-Short Form, Hospital Anxiety and Depression Scale and the non-standardised Tool to Measure Parenting Self-Efficacy. statistical analyses of Analysis of Variance and Analysis of Covariance were conducted as appropriate, Results indicate positive change for intervention group participants as compared to healthy controls across domains of parent self-efficacy and parent mental health. Results and clinical implications are discussed in the context of this valuable resource and the existing evidence base for group parenting interventions.
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Newcombe, Victoria Jane. "An Evaluation of a Group Intervention for the Parents of Youth Offenders." Thesis, University of Canterbury. Health Sciences, 2011. http://hdl.handle.net/10092/6430.
Full textAbstract:
Youth offending is an issue that receives attention at many levels, and which crosses the already broad domains of justice, education, mental health and social services. The role of parents in the development of antisocial behaviour, and their responsibilities with regard to addressing the consequences of this, are controversial. This article reviews a selection of interventions for managing teenage behaviour, and specifically criminal offending. A trend emerges from this review whereby the most effective treatments for young offenders are those that achieve change within the family system, not just the young person. The current study examined the effect of implementing Group Teen Triple P, one of a suite of well established and effective behavioural parent training programmes, with the parents of teenagers who had been recently involved in offending. The group was a collaborative partnership between Presbyterian Support, a non-government organization, and Child, Youth and Family Services, the national, statutory provider of care and protection and youth justice services. The six participating families had previously been involved with one or both of these agencies. Participants completed questionnaires and interviews at three data collection points, and the researcher also took part in aspects of the intervention. The results indicate positive changes within some of the participating families, but are inconsistent due to the drop-out rate and the reluctance of participating parents to consistently implement the skills and strategies learned. This unexpected but nevertheless important finding necessitated further consideration of the reasons why it occurred, and these are discussed in the context of earlier research into variables which influence attendance and adherence to parent training interventions. This study offers insights into the provision of behavioural parent training programmes with vulnerable, fragile or high-risk families.
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Cugelman, Brian. "Online social marketing : website factors in behavioural change." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/94222.
Full textAbstract:
A few scholars have argued that the Internet is a valuable channel for social marketing, and that practitioners need to rethink how they engage with target audiences online. However, there is little evidence that online social marketing interventions can significantly influence behaviours, while there are few evidence-based guidelines to aid online intervention design. This thesis assesses the efficacy of online interventions suitable for social marketing applications, presents a model to integrate behavioural change research, and examines psychological principles that may aid the design of online behavioural change interventions.The primary research project used meta-analytical techniques to assess the impact of interventions targeting voluntary behaviours, and examined psychological design and adherence correlations. The study found that many online interventions demonstrated the capacity to help people achieve voluntary lifestyle changes. Compared to waitlist control conditions, the interventions demonstrated advantages, while compared to print materials they offered similar impacts, but with the advantages of lower costs and broader reach. A secondary research project surveyed users across an international public mobilization campaign and used structural equation modelling to assess the relationships between website credibility, active trust, and behavioural impacts. This study found that website credibility and active trust were factors in behavioural influence, while active trust mediated the effects of website credibility on behaviour. The two research projects demonstrated that online interventions can influence an individual’s offline behaviours. Effective interventions were primarily goal-orientated: they informed people about the consequences of their behaviour, encouraged them to set goals, offered skills-building support, and tracked their progress. People who received more exposure to interventions generally achieved greater behavioural outcomes. Many of these interventions could be incorporated into social marketing campaigns, and offer individually tailored support capable of scaling to massive public audiences. Communication theory was used to harmonize influence taxonomies and techniques; this proved to be an effective way to organize a diversity of persuasion, therapy, and behavioural change research. Additionally, website credibility and users’ active trust could offer a way to mitigate the negative impacts of online risks and competition.
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Atwell, Katie Elizabeth. "Psychosocial predictors of alcohol consumption among undergraduate students : developing intervention strategies." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51603/.
Full textAbstract:
Excessive alcohol consumption among UK university students is well documented. Although alcohol use reduces over the time spent at university, drinking patterns of undergraduates have been associated with risk of alcohol dependence and abuse a decade following graduation. Consequently, UK universities should endeavour to promote responsible drinking among their drinking student population. This thesis presents four studies that aim to inform the development of feasible and effective alcohol-related interventions targeting the student population. The first two studies examined the effect of an alcohol-related outcome expectancy manipulation on alcohol-related cognitions and consumption. Study one showed that a manipulation aiming to bolster negative expectancies and contradict positive expectancies was associated with immediate reductions in mild desires for alcohol. Study two provided limited support for study one, and indicated that repeated exposure to the manipulation was not associated with significantly greater effects. Neither study showed significant reductions in alcohol consumption. Study three used a survey to examine the predictive utility of a broader range of correlates of alcohol consumption, and provided an integrative model of risky drinking behaviour. The model highlighted the importance of age when first regularly drinking, the sensation-seeking personality trait, social drinking motives, confidence in ability to drink within government guidelines, and the perceived quantity and frequency of alcohol consumed by university friends. Study four consisted of a systematic review and meta-analysis examining the effectiveness of computer-delivered interventions (CDIs) across different study design features and identified the characteristics of CDIs associated with the largest effects. CDI efficacy was greater for primary than secondary outcomes, and varied according to the control condition and outcomes used. CDIs with the largest effects utilised personalised normative feedback among US heavy/binge drinking students. The results of these studies contribute to the current intervention literature and can be used to inform intervention development in UK universities.
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Nawaz, Shazia. "Minimal intervention and video-mediated consultation methods in the behavioural treatment of childhood nocturnal enuresis." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/26662.
Full textAbstract:
Childhood nocturnal enuresis (bedwetting) is a prevalent, clinically demanding condition affecting approximately 500,000 children in the United Kingdom. At the age of 5 years, around 15-20% of all children wet the bed at least twice weekly, this figure falling to 5% at age 10 years. The disorder can have far-reaching social and emotional consequences for both the child and their family if left untreated. The most successful treatments for childhood functional (non-organic) nocturnal enuresis are of behavioural origin, namely urine alarm training and dry-bed training. The former is widely adopted in the treatment of bedwetting; however, it has a high relapse rate. In contrast, the latter tends to have a better long-term remission rate. However, due to the intricate nature of dry-bed training and costs relating to its implementation, it is rarely utilised by healthcare practitioners. Two studies reported in this thesis (the first a pilot investigation, and the second a main investigation) examined the relative efficacy of urine alarm training and a modified version of drybed training in the treatment of childhood functional nocturnal enuresis when both were delivered by identical minimal intervention methods (i.e., biblio-cumvideo therapy combined with telephone and intermittent clinic supervision) at the primary care level of service delivery. The findings demonstrated that modified drybed training was significantly superior to urine alarm training in terms of its long term remission rate. Moreover, families of bedwetting children found the modified dry-bed training programme simple to understand and implement. As a result of these findings, and as an extension into the evaluation of minimal intervention service delivery, a study was conducted to investigate the relative efficacy of modified dry-bed training delivered via video-mediated consultation and face-to-face consultation in the treatment of childhood functional nocturnal enuresis. A further objective was to evaluate patient, parent, and therapist satisfaction with video mediated consultation as compared to face-to-face consultation. The findings revealed that modified dry-bed training was equally efficacious across both consultation modes in terms of its long-term remission rate. Patients and their parents were generally satisfied with both modes of consultation, with few significant differences between the 2 consultation groups on any variable as assessed by a post-treatment patient and parent satisfaction scale. However, the therapist was more satisfied with face-to-face consultation than video-mediated consultation. Results are discussed in terms of their relevance to future research and clinical practice.
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Ngo, Anh-Thu. "Environmentally responsible consumption of ethanol blended gasoline : behavioural determinants, economic decisions and politics of intervention." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27158/27158.pdf.
Full text
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Malaffo, Marina. "The quarter of an hour rule : a simplified cognitive-behavioural intervention for insomnia improves sleep." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/1529/.
Full textAbstract:
Stimulus control (SC) is a core component of cognitive behavioural therapy (CBT) for insomnia and is the single intervention for which there is most empirical evidence. Nonetheless, little is known about whether all of the elements within SC are critical to sleep improvement. This study, therefore, investigated the impact on sleep of the Quarter of an Hour Rule (QHR) a single, situational element considered central to SC for insomnia. The mechanisms of effect of SC intervention remain also unclear. An associated aim of the present study, therefore, was to contrast two forms of administration of the QHR to test aspects of the learning theory presumed to underlie the SC model. In addition adherence to the behavioural intervention was investigated and the possibility of using actigraphy to measure adherence objectively was explored. Prior to the randomised controlled trial (primary study), two preliminary studies were conducted. The first preliminary study aimed at determining the optimal cut-off to represent normalcy in sleep onset latency (SOL). The results indicated it to be fifteen minutes and, therefore, participants in studies two and three were asked to apply the QHR if they were not asleep within a quarter of an hour. Study two comprised three single cases and tested the feasibility of the QHR as a standalone therapy for insomnia. Visual inspection of the data and interrupted time series analyses evidenced SOL, wake after sleep onset (WASO) and sleep efficiency (S.E.) improvements in two out of three participants. Their Pittsburgh Sleep Quality Index (PSQI) score at the end of the intervention was reduced by 50% compared to baseline. The participant, whose sleep was not improved, following the intervention, had not applied the QHR. The results of this exploratory, single case, study warranted further investigation of the QHR. In study three forty-one GP and self referred volunteers, aged 18-72 years, with SOL and/or WASO complaints, formed 3 randomised groups: QHRin bed, QHRout of bed and control. Both QHR conditions required to ‘read if not asleep within a quarter of an hour’, with groups differing only with the location (in bed versus out of bed) where to apply the QHR. Sleep diary pre-treatment (two weeks) and post-treatment (three weeks), home polysomnography (PSG) (two nights pre-, two post-treatment) and sleep related questionnaire (pre and post) data were collected. Adherence with the QHR was measured objectively (actigraphy + light monitoring) and subjectively (adherence diary). Following QHR treatments, statistically significant reductions in SOL (QHRout) and WASO (QHRin and QHRout),an increase in S.E. (QHRin and QHRout) and a decrease in PSQI score (QHRin and QHRout) were found. Trends also indicated increased total sleep time (TST). Clinically significant improvements (SOL and WASO ≤ 31 minutes or reduced by 50%, PSQI ≤5 or reduced by 50%) were obtained in 33-57% of active groups participants.
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Ince, Paul. "The implementation of NICE recommended cognitive behavioural therapy and family intervention for people with schizophrenia." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-implementation-of-nice-recommended-cognitive-behavioural-therapy-and-family-intervention-for-people-with-schizophrenia(6585af86-a742-4587-9c3e-8b3d37885560).html.
Full textAbstract:
This thesis has been prepared in the paper based format and includes a systematic review, a novel empirical piece of research and a critical reflection. The thesis focuses on the implementation of the National Institute for Health and Clinical Excellence’s (NICE) guidance recommendations for the psychological interventions for those people suffering from schizophrenia. Papers 1 and 2 have been prepared for submission in ‘Psychology and Psychotherapy: Theory, Research and Practice’ and the ‘Journal of Mental Health’ respectively. Paper 1 includes a systematic literature search and narrative synthesis exploring if the recommendations for psychological interventions for schizophrenia were being met. Rates of implementation for Cognitive Behavioural Therapy (CBT) and Family Intervention (FI) were compared. The barriers against implementation and the strategies aimed at improving implementation were reviewed. Rates of implementation varied from 4% to 100% for CBT and 0% to 53% for FI. Previously reported barriers to implementation were found, with organisational barriers being most common. Implementation strategies discovered included training packages for CBT and FI. Rates of implementation are below recommended levels suggesting inequalities in the provision of psychological interventions for schizophrenia are present. Strategies to improve implementation that are comprehensive and supported from all levels of the NHS are considered to be most effective. Paper 2 reports a quantitative piece of research exploring if behaviourally specific and plain English language guidance can improve healthcare professional intentions to perform actions in line with recommendations for schizophrenia. An independent measure, single blind, randomised controlled design was used to disseminate guidance in two formats; the ‘original’ and ‘alternative’. Self-report measures revealed no significant results when comparing the original guidance to the alternative for the cognitive determinants of behaviour, actual behaviour change, or comprehension and satisfaction with the guidance. Behaviourally specific and plain English language does not affect intentions or behaviour to implement recommended guidance for the provision of psychological interventions for schizophrenia. A more multi-factorial approach including organisational culture may be required. Paper 3 is a critical reflection of the submitted papers and research process as a whole. Strengths and limitations of the included studies, the findings in the context of wider research, implications for clinical practice and future research are discussed.
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Maltinsky, Wendy. "Efficacy and acceptability of an online intervention to increase physical activity and perceived behavioural control." Thesis, Queen Margaret University, 2015. https://eresearch.qmu.ac.uk/handle/20.500.12289/7727.
Full textAbstract:
Aim: Physical activity has long been recognised as a means of enhancing and protecting health, but the levels of engagement are far from optimal in Scotland. Previous research has demonstrated that increasing perceived behavioural control alongside the use of action and coping plans can be effective in changing physical activity behaviour. The aim of this study was to evaluate the efficacy and acceptability of combined techniques for planning and increasing perceived behavioural control alongside assessing the need for practitioner support for online intervention delivery. This study also set to examine the relationship between the targets that individuals set and how these compare to behavioural outcomes, which previously had not been undertaken. Method: An online intervention designed to increase perceived behavioural control and support the creation of action and coping plan was delivered over two weeks in a 2 x 2 factorial random allocation study. The two factors were practitioner support and the intervention with a fourth group acting as a control. Participants completed a pre and post-test theory of planned behaviour questionnaire and recorded physical activity over 4 weeks using pedometers and self-report diaries. Results: PBC increased across all participants however there was no statistically significant difference between conditions and so this increase could not be attributed to the intervention. A trend of increased walking was observed in the intervention and practitioner support condition. However while the differences were bordering on being clinically significant, they did not reach statistically significant difference. Of those who completed action and coping plans, 73 % achieved self-set targets. Acceptability of the intervention was high with 79% indicating that they would use it again, and recommend it to others. Conclusion: Examining action and coping plans revealed that individuals will set moderate goals in response to an intervention guiding them to do so and incrementally increase towards these. Longer time-frames may be able to reveal a gradual increase of physical activity engagement which can be of benefit to health, over and above the effects of participation in a physical activity study.
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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.
Full textAbstract:
There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.
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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/314612/1/Sylvie-Levinstein-PhD-thesis.pdf.
Full textAbstract:
There is agreement among researchers that phonological awareness deficits are
one of the main causes of dyslexia. Some researchers support the view that
phonological awareness can be improved by teaching reading through a topdown
approach (whole word) or a bottom-up approach (grapheme-phoneme);
others claim that the combination of these two complementary approaches is
more successful. The goal of this research combined reading intervention
programme was to enhance the six 'dyslexic students' phonological awareness
and to improve their reading in English in the inclusive English as a foreign
language classroom. The research studied the effects the reading intervention
programme, which systematically combines the two complementary approaches
for the same duration of time in each session, had on the six Israeli research
'dyslexic students'.
The present study is an inductive action research applying a case study design
using qualitative research tools. Data from in-depth pre- and post-intervention
interviews is triangulated with the participants' diaries, the practitioner's journal
and the documentation of the pre- and post-intervention participants'
assessments.
Thematic data analysis indicated an improvement in the participants'
phonological awareness, reading in English and functioning in the inclusive EFL
classroom as a result of the combined reading intervention programme.
The contribution to knowledge points to the fact that while a four-month
cognitive intervention programme with 'dyslexic students' in Israel, studying
English as a foreign language may improve students' cognitive functioning in
English, it is insufficient in enabling students to allay their fears regarding the
expectations of Israeli society, and their ability to succeed in life. Propositions
suggest conducting a further action research study which examines the
implementation of an additional emotional intervention to the cognitive one. The
development of the emotional intervention will enable evaluation of the effects of
a combined programme on 'dyslexic students' in Israel.
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Adams, Claire E. "Help-seeking for mental health problems among older adults with chronic diseases: An evaluation and intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2516.
Full textAbstract:
Older adults have high rates of chronic diseases, leaving them more vulnerable to associated mental health declines. Nevertheless, the intentions of older adults with chronic diseases to seek help from mental health support systems are low. Couched in the Theory of Planned Behaviour (TPB), this thesis aimed to 1) identify antecedents to help-seeking for mental health problems in older adults with chronic diseases, and 2) to design, develop and test a behaviour change intervention, promoting mental health help-seeking among older adults with chronic diseases in Australia. An overview of this thesis is presented in Chapter 1. A literature review on the relationship between mental health problems, chronic diseases, and help-seeking in older adulthood is then provided (Chapter 2). A scoping review was conducted, which mapped 49 articles that applied the TPB to mental health help-seeking in adults aged >18 years (Chapter 3). A considerable evidence base was found on the TPB for predicting mental health help-seeking intentions, and to a lesser extent behaviour. A survey instrument, to measure mental health help-seeking intentions among older adults (MHHS-OA), was developed and piloted with a sample of 54 adults aged 65 to 94 years living in metropolitan Perth, Western Australia (Chapter 4). The MHHS-OA demonstrated acceptable reliability and validity for measuring the TPB constructs of attitudes, subjective norms, and behavioural intention (Cronbach alphas .64 to .82). Modifications were made to improve the measurement of perceived behavioural control. The modified MHHS-OA was utilised in a cross-sectional study with 108 adults aged 65 to 93 years, living in metropolitan Perth, diagnosed with cardiovascular diseases, respiratory diseases, and/or type 2 diabetes (Chapter 5 and 6). The cross-sectional study sought to identify factors associated with intentions to seeking help, and barriers to seeking help, among older adults with chronic diseases. Using multiple linear regressions, the TPB was found to be a suitable model for understanding mental health help-seeking intentions in older adults with chronic diseases, accounting for 69.7% of the variance in intentions (Chapter 5). Attitudes and perceived behavioural control had the strongest association with help-seeking intentions, followed by subjective norms. Two common barriers to help-seeking were identified: ‘wondering whether the mental health problem is significant enough to warrant treatment’ (endorsed by 51.9% of participants), and ‘not having a regular primary health care provider to speak with’ (endorsed by 39.6% of participants). Multiple linear regressions revealed past use of mental health services had the strongest association with both barriers; past help-seeking behaviour was associated with less endorsement of barriers to help-seeking (Chapter 6). Identifying factors associated with intentions to seek help (attitudes, perceived behavioural control, and subjective norms), and barriers to seeking help, the first aim of this thesis was achieved. To achieve the second aim of this thesis, an intervention aimed at promoting mental health help-seeking was developed and tested in a pilot randomised controlled trial (RCT) (Chapter 7). The intervention was designed to address the antecedents to help-seeking that were identified (Chapters 5 and 6). Nine stakeholders were interviewed to inform the design and development of the intervention and 241 adults aged 66 to 90 years were randomised to receive the intervention or control materials. The intervention consisted of a TPB-based brochure, aimed at promoting mental health help-seeking. Results indicated the intervention is an acceptable and feasible method for improving mental health help-seeking in older adults with and without chronic diseases. Repeated measures ANOVAs, regarding the effectiveness of the intervention, indicated the intervention is effective in improving attitudes and intentions towards seeking help for mental health problems. Finally, Chapter 8 summarises, concludes, and proposes future research directions. This thesis helps to delineate factors associated with intentions as well as barriers to help-seeking and provides researchers and health professionals with an empirically based intervention aimed at increasing the likelihood of help-seeking intentions and behaviour among older adults with chronic diseases.
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Lattimer, Fiona. "A study to investigate the impact of early intervention behavioural parent training on children's language skills." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658560.
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Watson, Susanne Elizabeth. "An evaluation of a short term cognitive behavioural anger management intervention for key stage two pupils." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10007495/.
Full textAbstract:
The aim of this research is to evaluate the effectiveness of a short term, cognitive behavioural anger management intervention, for improving the emotional and behavioural outcomes of children aged 7-11. The study investigated whether locus of control acts as a mediating variable and whether age, gender, socio-economic status and family stress act as moderating variables for the intervention. Interviews were undertaken to explore factors which impact on the success of the intervention. In all, 70 Participants took part in a 6 week school based group run by trainee educational psychologists. An experimental versus wait-list control design was used. Questionnaires were delivered pre and post intervention and at a 3 month follow up. The questionnaires administered included: Multidimensional Measure of Children's Perceptions of Control, Adverse Life Events and Strengths and Difficulties Questionnaire. A sub-sample of children, parents and facilitators participated in semi-structured interviews post intervention. Data from questionnaires and demographic information were analysed using multiple linear regression analyses. The intervention was shown to be effective post intervention, but only for those children in the wait-list control group. For the children in the wait-list control group the intervention was moderated by age, with younger children benefiting more from the intervention. No other variables investigated acted as mediating or moderating variables. The thematic analysis of the interviews identified a number of factors which impacted on the success of the intervention including, factors which supported the running of the group 3 and factors which made running the group more difficult. Findings point towards a number of practical implications for the delivery of therapeutic interventions in schools. The current study highlights the need for future research to explore school factors and group processes in addition to individual child and family factors which impact on the success of CST based group interventions.
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Brown, Richard Malcolm. "An analysis of the effectiveness of a behavioural based safety intervention in a UK paper mill." Thesis, Aston University, 2009. http://publications.aston.ac.uk/10308/.
Full textAbstract:
This research examines a behavioural based safety (BBS) intervention within a paper mill in the South East of England. Further to this intervention two other mills are examined for the purposes of comparison — one an established BBS programme and the other an improving safety management system through management ownership. BBS programmes have become popular within the UK, but most of the research about their efficacy is carried out by the BBS providers themselves. This thesis aims to evaluate a BBS intervention from a standpoint which is not commercially biased in favour of BBS schemes. The aim of a BBS scheme is to either change personnel behaviours or attitudes, which in turn will positively affect the organisation's safety culture. The research framework involved a qualitative methodology in order to examine the effects of the intervention on the paper mill's safety culture. The techniques used were questionnaires and semi structured interviews, in addition to observation and discussions which were possible because of the author's position as participant observer. The results demonstrated a failure to improve any aspect of the mill's safety culture, which worsened following the BBS intervention. Issues such as trust, morale, communication and support of management showed significant signs of negative workforce response. The paper mill where the safety management system approach was utilised demonstrated a significantly improved safety culture and achieved site ownership from middle managers and supervisors. Research has demonstrated that a solid foundation is required prior to successfully implementing a BBS programme. For a programme to work there must be middle management support in addition to senior management commitment. If a trade union actively distances itself from BBS, it is also unlikely to be effective. This thesis proposes that BBS observation programmes are not suitable for the papermaking industry, particularly when staffing levels are low due to challenging economic conditions. Observers are not available when there are high hazard situations and this suggests that BBS implementation is not the correct intervention for the paper industry.
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Blomberg, Victor, and Isabella Yng. "UTVÄRDERING UTAV STRESSINTERVENTION : DELTAGARES UPPLEVELSER UTAV PILOTINSATS." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161286.
Full textAbstract:
Vindelns kommun har i samarbete med Försäkringskassan och samordningsförbundet Umeåregionen genomfört en pilotinsats för att förebygga eller förhindra sjukskrivningar som orsakas av ohälsosam upplevd stress. Syftet med denna uppsats är att undersöka om deltagare har kunnat förändra eller reflekterat över sin livssituation efter kurs, samt vad i insatsen som påverkat detta. Sex deltagare har utfört och avslutat kursen. För att undersöka detta har semistrukturerade intervjuer genomförts med samtliga deltagare och databearbetning har skett genom tematisk analys. Slutsatserna av resultatet är att deltagarna har genomgått förändring, med en personlig utveckling och ökad självinsikt. Långsiktig förändring inte kan fastställas då intervjuerna skedde i nära anslutning till avslutad kurs. Vidare kan inte förebyggande eller förhindrande av sjukskrivning fastställas, vilket däremot kan mätas i framtida undersökning för att avgöra hur effektiv insatsen har varit. Denna uppsats kan vidare förklara hur och varför interventioner kan fungera, vilket kan bidra till att skapa framgångsrika framtida interventioner.Vindeln municipality in cooperation with the Swedish Social Insurance Agency and samordningsförbundet Umeåregionen have conducted a pilot programme to prevent sick leave due to perceived unhealthy stress. The aim of this thesis is to analyse if the participants have been able to change or reflect over their own life situation after the programme, and what aspect of the programme have influenced this. In total six participants partook and finished the programme. To collect data semi-structured interviews were performed with all the participants and to further conduct a thematic analysis. The thesis concludes that all participants have gone through a behavioural change, with a personal development and increased self-awareness. Long term effects of the programme cannot be proven within this thesis due to the short time period between the finished programme and the interview. Further can this thesis neither say anything regarding preventing sick leave, which can be evaluated in the future to determine the success of the programme. On another note what this thesis have contributed with is an explanation regarding how and why intervention programmes could be successful.
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Bradford, Jessica Claire. "Relations between impulsivity and mindfulness in adolescents with behavioural, emotional and social difficulties." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1178.
Full textAbstract:
Impulsivity and the effectiveness of a mindfulness-based intervention were explored in relation to improving behavioural self-regulation in adolescents with behavioural, emotional and social difficulties (BESD). A computerised choice task (CCT) was developed to measure delay discounting (a shift in choice from a larger reward to a smaller reward as the delay to the larger reward increases) in adolescents with BESD and compared it with several additional measures of impulsivity. The degree to which impulsivity and thoughts are related was explored using mindfulness measures. Effects of task type (computer versus sand-timer) and task context (school versus house) were also studied. Results suggested an effect of method but not location on discounting. Few between measure comparisons were significant, suggesting the possibility that different impulsivity measures assess different forms of impulsivity. However a significant negative correlation was found between impulsivity and mindfulness. A mindfulness-based intervention was implemented and results suggest potentially beneficial effects of applying mindfulness training to improve self-control and self-regulation in adolescents with BESD. Further research is necessary to determine the effectiveness of mindfulness training in adolescents with BESD, and explore differences between impulsivity measures to assist with effective measurement and intervention.
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Song, Kimchheng. "Incorporating Design Thinking and behavioural techniques to design and evaluate a mobile intervention to reduce sugar consumption." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235039/1/Kimchheng_Song_Thesis.pdf.
Full textAbstract:
Current trends indicate that 75 per cent of Australians will be overweight or obese by 2025 unless an innovative and effective strategy is implemented. This thesis incorporates design thinking and behaviour theory to design and evaluate a digital approach to reduce added sugar consumption in the Australians’ diet relative to the World Health Organisation recommended guidelines.
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Price, Stephanie R. "THE TRANSITION FROM INTENSIVE BEHAVIOURAL INTERVENTION PROGRAMS TO THE SCHOOL SYSTEM: THE EXPERIENCES OF THE TRANSITION TEAM." Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2156.
Full textAbstract:
Students with ASD may experience challenges in school; however, literature suggests that they
should still have access to public education with appropriate services and supports (Burge,
Ouellette-Kuntz, Hutchinson & Box, 2008; Levy & Perry, 2008; Mesibov & Shea, 1996; Odom,
2000; Porter, 2008). The purpose of the current study was to examine the views and perceptions
of those involved in the transition of students with ASD from IBI to school in Northern Ontario.
Using a mixed-methods approach, members of multiple transition teams were asked to complete
The Transition Beliefs Inventory (Levy & Perry, 2008) and the Transition Practices
Questionnaire (Levy & Perry, 2008) to assess their transition beliefs and experiences. The results
of this study suggest that the transition is occurring as outlined by the North region Autism
Intervention Program (AIP) and the Connections for Students model and could be used to inform
continuous improvement of service and practices.
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Stringer, Helen Barbara. "Children and adolescents with emotional and behavioural disorders and speech and language impairment : incidence, nature and intervention." Thesis, University of Newcastle Upon Tyne, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407869.
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