Relevant bibliographies by topics / Brief trainings

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Brief trainings'

Author: Grafiati
Published: 1 March 2025

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Journal articles on the topic "Brief trainings"

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Condron, Susanne, Lucas Godoy Garraza, Nora Kuiper, Bhuvana Sukumar, Christine Walrath, and Richard McKeon. "Comparing the Effectiveness of Brief Versus In-Depth Gatekeeper Training on Behavioral Outcomes for Trainees." Crisis 40, no. 2 (March 2019): 115–24. http://dx.doi.org/10.1027/0227-5910/a000539.

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Abstract. Background: A common suicide prevention strategy is training gatekeepers to identify at-risk individuals and refer them to services. Aims: The study aimed to examine whether differences in training outcomes were observed for brief versus in-depth gatekeeper trainings for trainees from varied professional settings while controlling for differences in trainee characteristics and community context. Method: Trainees' identification and referral behavior 3 months after gatekeeper training was compared with a sample of respondents matched on individual- and community-level variables using propensity score-based techniques. The value was estimated, in terms of additional identification and associated costs, of adopting in-depth training. Results: A higher proportion of trainees who participated in in-depth trainings from K-12 and community settings identified at-risk youth, and a higher proportion of in-depth trainees from mental health settings referred youth to services compared with participants of brief trainings from the same setting and with similar characteristics. The effect of training type on outcomes varied by professional role and community context. Limitations: Self-report measures were used to assess outcomes. Similar measures are used in other studies; their validity has not been conclusively established. Conclusion: Findings suggest certain individuals may benefit from in-depth training more than others, which favors targeting this intervention to particular gatekeepers.
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ARSLAN, Ümüt, and İhsan Çağatay ULUS. "Solution Focused Brief Therapy Training." Bartın University Journal of Faculty of Education 9, no. 1 (February 5, 2020): 1–12. http://dx.doi.org/10.14686/buefad.440625.

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Solution Focused Brief Therapy (SFBT) is a therapy model that has been practiced since the 1980s. Unlike traditional therapy models, it focuses on solutions instead of problems. The basis of the application of SFBT is the solution-focused questions that have been developed for many years by the method of tacit presence. With the growing interest in SFBT in recent years, specific trainings in this area have begun to be provided. Though there are SFBT Association standards regarding the content of SFBT training, it usually takes two days training in Turkey. In this study, it is aimed to evaluate the SFBT training by investing view of counselors and counselor candidates, who participated in a SFBT training. To do this, 76 participants were asked about the educational evaluation of the Northwest Brief Therapy Training Center via the Google form, and 50 people completed to answer these questions. This study is researched by the qualitative research design, and it is preferred to collect data by open-ended questionnaire using case study method. Results are displayed on Google form and coded in response to given responses. In conclusion, for most participants, practicing in counseling under supervision is the reason to attend the training, counseling practice activities that they are most satisfied with, and they thought more counseling practice activities could be in training. It has been observed that the SFBT training has had a positive impact on some of the participants' professional and personal opinions about themselves and encourages participants to improve themselves in their fields. Lastly, participants stated that they would like to have a longer duration of SFBT training.
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Roca, Pablo, and Carmelo Vazquez. "Brief Meditation Trainings Improve Performance in the Emotional Attentional Blink." Mindfulness 11, no. 7 (May 2, 2020): 1613–22. http://dx.doi.org/10.1007/s12671-020-01374-x.

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Meuret, Alicia E., Erica Simon, Lavanya Bhaskara, and Thomas Ritz. "Ultra-brief behavioral skills trainings for blood injection injury phobia." Depression and Anxiety 34, no. 12 (March 15, 2017): 1096–105. http://dx.doi.org/10.1002/da.22616.

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Pace, Lydia E., Jean-Marie Vianney Dusengimana, Nancy L. Keating, Vedaste Hategekimana, Vestine Rugema, Jean Bosco Bigirimana, Ainhoa Costas-Chavarri, et al. "Impact of Breast Cancer Early Detection Training on Rwandan Health Workers’ Knowledge and Skills." Journal of Global Oncology, no. 4 (December 2018): 1–10. http://dx.doi.org/10.1200/jgo.17.00098.

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Purpose In April 2015, we initiated a training program to facilitate earlier diagnosis of breast cancer among women with breast symptoms in rural Rwanda. The goal of this study was to assess the impact of the training intervention in breast cancer detection on knowledge and skills among health center nurses and community health workers (CHWs). Methods We assessed nurses’ and CHWs’ knowledge about breast cancer risk factors, signs and symptoms, and treatability through a written test administered immediately before, immediately after, and 3 months after trainings. We assessed nurses’ skills in clinical breast examination immediately before and after trainings and then during ongoing mentorship by a nurse midwife. We also examined the appropriateness of referrals made to the hospital by health center nurses. Results Nurses’ and CHWs’ written test scores improved substantially after the trainings (overall percentage correct increased from 73.9% to 91.3% among nurses and from 75.0% to 93.8% among CHWs ( P < .001 for both), and this improvement was sustained 3 months after the trainings. On checklists that assessed skills, nurses’ median percentage of actions performed correctly was 24% before the training. Nurses’ skills improved significantly after the training and were maintained during the mentorship period (the median score was 88% after training and during mentorship; P < .001). In total, 96.1% of patients seen for breast concerns at the project’s hospital-based clinic were deemed to have been appropriately referred. Conclusion Nurses and CHWs demonstrated substantially improved knowledge about breast cancer and skills in evaluating and managing breast concerns after brief trainings. With adequate training, mentorship, and established care delivery and referral systems, primary health care providers in sub-Saharan Africa can play a critical role in earlier detection of breast cancer.
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Cambron, Christopher, Jason T. Castillo, and Caren J. Frost. "Effectiveness of Brief In-person and Virtual Substance Use Disorder Counselor Trainings, 2019-2021." Public Health Reports 138, no. 1_suppl (May 2023): 56S—62S. http://dx.doi.org/10.1177/00333549221123585.

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Objectives: Paraprofessional substance use disorder counselors (SUDCs) are an important component of expanding access to substance use disorder treatment, but little research on SUDC training currently exists. We evaluated knowledge and self-efficacy gain from brief in-person and virtual workshops for paraprofessional SUDC student-trainees. Methods: Student-trainees (N = 100) enrolled in an undergraduate SUDC training program completed 6 brief workshops from April 2019 to April 2021. Three in-person workshops during 2019 covered clinical assessment, suicide risk and evaluation, and motivational interviewing, and 3 virtual workshops during 2020-2021 covered family engagement and mindfulness-oriented recovery enhancement, as well as screening, brief intervention, and referral to treatment for expectant mothers. Pretest and posttest online surveys measured student-trainee knowledge gain related to all 6 SUDC modalities. Results of paired sample t tests evaluated changes in knowledge and self-efficacy from pretest to posttest. Results: All 6 workshops showed a significant gain in knowledge from pretest to posttest. Four workshops showed a significant gain in self-efficacy from pretest to posttest. Hedges g ranged from 0.70 to 1.95 for knowledge gain and from 0.61 to 1.73 for self-efficacy gain across workshops. Common language effect sizes indicating the probability that a participant increased one’s score from pretest to posttest ranged from 76% to 93% for knowledge gain and from 73% to 97% for self-efficacy gain across workshops. Conclusions: Results of this study add to the limited research base on training for paraprofessional SUDCs and suggest that in-person learning and virtual learning are both viable brief training tools for students.
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Anvari, Morgan S., Mary B. Kleinman, Dwayne Dean, Alexandra L. Rose, Valerie D. Bradley, Abigail C. Hines, Tolulope M. Abidogun, Julia W. Felton, and Jessica F. Magidson. "A Pilot Study of Training Peer Recovery Specialists in Behavioral Activation in the United States: Preliminary Outcomes and Predictors of Competence." International Journal of Environmental Research and Public Health 20, no. 5 (February 22, 2023): 3902. http://dx.doi.org/10.3390/ijerph20053902.

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Background: The peer recovery specialist (PRS) workforce has rapidly expanded to increase access to substance-use disorder services for underserved communities. PRSs are not typically trained in evidence-based interventions (EBIs) outside of motivational interviewing, although evidence demonstrates the feasibility of PRS delivery of certain EBIs, such as a brief behavioral intervention, behavioral activation. However, characteristics that predict PRS competency in delivering EBIs such as behavioral activation remain unknown, and are critical for PRS selection, training, and supervision if the PRS role is expanded. This study aimed to explore the outcomes of a brief PRS training period in behavioral activation and identify predictors of competence. Method: Twenty PRSs in the United States completed a two-hour training on PRS-delivered behavioral activation. Participants completed baseline and post-training assessments, including roleplay and assessments of PRS characteristics, attitudes towards EBIs, and theoretically relevant personality constructs. Roleplays were coded for competence (behavioral activation specific and PRS skills more broadly, i.e., PRS competence) and changes were assessed from baseline to post-training. Linear regression models tested factors predicting post-training competence, controlling for baseline competence. Results: There was a significant pre-post increase in behavioral activation competence (t = −7.02, p < 0.001). Years working as a PRS significantly predicted post-training behavioral activation skills (B = 0.16, p = 0.005). No variables predicted post-training PRS competence. Conclusions: This study provides preliminary evidence that behavioral activation may be appropriate for dissemination to PRSs through brief trainings, particularly for PRSs with more work experience. However, additional research is needed to examine predictors of competence among PRSs.
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P Gentile, Julie. "Psychotropics for Treatment of Substance Use Disorders in Adolescents: A Brief Review." Journal of Quality in Health Care & Economics 5, no. 4 (2022): 1–9. http://dx.doi.org/10.23880/jqhe-16000284.

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Substance use disorders (SUD) remain a long-standing problem for adolescents. Medication assisted treatment (MAT) is now standard treatment for adult SUD but less common in adolescents. This article provides a brief summary of the available psychotropics used to treat SUD in adolescent patients; psychotropics should be considered as one part of a multi-disciplinary approach to treatment of SUD. Due to the growing impact of the opioid public health crisis in the adolescent population, pediatricians have an expanding role in identifying and treatment of opioid use disorders, in addition to other substance use disorders. Pediatricians and adolescent medicine physicians are critically important in the solution to the addiction problem. There is expanding evidence that treatment of SUDs must be integrated into multiple parts of the delivery care system, including primary care settings. Medications Used to Treat Opioid Use Disorders (OUD): Methadone and buprenorphine are the two primary methods of MAT available to treat OUD. Methadone is highly regulated and only available to patients over age 18 in the United States. Buprenorphine/naloxone is FDA-approved for patients age ≥16, with the American Academy of Pediatrics Committee on Substance Use and Prevention (2016) recommending improved pediatrician access to buprenorphine training and MAT consideration for adolescents. Buprenorphine/Naloxone (Suboxone) and Buprenorphine (Subutex): Buprenorphine is a schedule III drug, requiring additional prescriber trainings and requirements. Buprenorphine is a mu-opioid partial agonist with greater safety margins than full agonists and less withdrawal. It is often combined 4:1 with naloxone, an antagonist; Alho, et al. found that this combination reduced “street value”, likely decreasing abuse potential.
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Pivovarov, Vladimir Aleksandrovich. "Educational process in the system of distance trainings." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 93–100. http://dx.doi.org/10.51314/2073-2635-2021-1-93-100.

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The article analyzes the problem feld of the distance education system. To determine the popularity of distance learning in Moscow universities among teachers and students, a sociological survey was conducted, which allowed us to identify an increasing trend in the number of students who would prefer distance learning to traditional with a strict schedule and draw conclusions about the prospects for distance education in Russian higher education institutions. The article presents a model of the educational process in the distance learning system with a brief description of each block. The model includes all the stages that a student goes through when entering, studying and graduating from a higher educational institution before receiving a diploma confrming the appropriate level of education. Each of the blocks contains descriptions of the actions required to pass this stage, as well as recommendations for improving and extracting the maximum result for both teachers or educational institutions, and for the students themselves. Alternative options are provided if one of the stages is stopped or impossible to overcome. Conclusions are drawn, in which cases the presented model of the educational process is applied, and the prospects of distance education in General are considered.
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Mamo, Sara K., Kara A. Wheeler, and Katherine Garrity. "Virtual Staff Training to Support Communication for Older Adults With Untreated Hearing Loss in Care Settings." Journal of Gerontological Nursing 50, no. 4 (April 2024): 48–56. http://dx.doi.org/10.3928/00989134-20240313-02.

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Purpose: The current quasi-experimental study aimed to develop and evaluate a virtual staff training on age-related hearing loss at a care organization for older adults. Method: Training included the use of affordable headset amplifiers and a hands-on activity in which hearing loss was simulated. Staff were encouraged to offer amplifiers to assist in communication given the high prevalence of untreated hearing loss among older adults and the increased communication difficulty that results from mask-wearing. Results: Quantitative results ( N = 51) from the pre/post questionnaire suggest that staff members gained knowledge about hearing loss and communication through the training session. Qualitative data over the 6-month post training suggest that some older adults had not only improved speech understanding but also improved quality of interactions with staff. The main reasons for not using the amplifiers were that staff would forget they had access to the amplifiers or the older adult would refuse to use the device. Conclusion: This article highlights successes of the training as well as ideas for future trainings suggested by staff members. A key finding was the need to identify a core group of staff members who would be charged with facilitating use of personal amplification for older adults in the organization. In addition, providing multiple brief trainings over time was suggested to improve adoption of good communication practices among staff. [ Journal of Gerontological Nursing, 50 (4), 48–56.]
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Dissertations / Theses on the topic "Brief trainings"

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Woodruff, Mary Margaret. "Inclusive Teaching in Faith Communities: Examining the Effects of Brief Video Trainings on Planning Inclusive Teaching for Individuals with Disabilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8514.

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Many individuals within faith congregations are primarily taught by volunteers desiring to edify and support those they teach. Unfortunately, these devoted teachers also feel heightening insecurity in accomplishing this task because they lack professional training and experience working with individuals with disabilities. As volunteer teachers, many of these instructors do not have access to training that is efficient and affordable. The purpose of this study was to examine the how brief training videos on inclusive teaching practices, gleaned from empirically-supported practices promoted in special education classrooms, impact faith-based instructors' knowledge, confidence, and planning skills. Participants included three lay teachers from faith congregations that currently teach students between the ages of 5-18 years old. Participants completed teaching skills quizzes, confidence questionnaires, inclusive lesson plans based on hypothetical teaching scenarios with individuals with disabilities during the baseline phase. During the intervention phase, participants viewed training videos prior to completing the same set of activities. A final phone interview was conducted with each participant to assess social validity. Results indicated an unclear relation from mentioning inclusive teaching strategies in lesson plans after watching training videos. Knowledge of inclusive practices increased for two of the three participants (Range = 4-16%) and decreased by 4% for one participant. In evaluating their confidence, nearly 90% of the participants' responses increased or remained the same indicating an overall increase in confidence after brief exposure to training. Gathered data also showed that participants liked the videos and felt they were viable in teaching new teaching skills. Further research can be done to look at how inclusive teaching skill video trainings impact a teacher's use of the skills in a faith-based learning environment.
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Puechbroussou, Benjamin. "Psychologie positive et processus cognitifs dans le traitement de la dépression." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH065.

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Ce travail de thèse explore les processus cognitifs qui sous-tendent l'efficacité des interventions de psychologie positive dans le traitement du trouble dépressif majeur. Pour cela, quatre études ont été menées pour identifier ces processus et comprendre comment ils contribuent à la réduction de la symptomatologie dépressive. La première étude a comparé l'efficacité de deux entraînements d'une semaine basés sur l'activation comportementale et la psychologie positive. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement à l'activation comportementale basé sur la psychologie positive, tandis que l'autre a reçu un entraînement à l'activation comportementale basé sur la pratique d'une activité physique. Les résultats ont montré une diminution significative de la symptomatologie dépressive dans les deux groupes, mais sans différence entre les deux groupes. Cela suggère que l'efficacité de l'entraînement dépend peut-être de facteurs autres que la théorie sous-jacente. La deuxième étude a testé l'effet d'un protocole ciblant les réseaux de la mémoire associative et l'accessibilité des souvenirs en mémoire autobiographique. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement à la remémoration de souvenirs positifs, tandis que l'autre a reçu un entraînement de contrôle. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la remémoration de souvenirs positifs peut être un moyen efficace de réduire la symptomatologie dépressive. La troisième étude a évalué l'effet d'un protocole de remémoration de souvenirs positifs basé sur des exercices de visualisation inspirés de l'hypnose Ericksonienne. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement quotidien d'une semaine à la remémoration de souvenirs positifs, tandis que l'autre a reçu un entraînement de relaxation. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la remémoration de souvenirs positifs peut être un moyen efficace de réduire la symptomatologie dépressive et d'améliorer la mémoire autobiographique. La quatrième étude a mesuré l'effet d'une réalisation quotidienne d'un carnet de gratitude. Les participants ont été divisés en deux groupes : l'un a reçu un carnet de gratitude, tandis que l'autre a reçu un carnet de contrôle. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la pratique de la gratitude peut être un moyen efficace de réduire la symptomatologie dépressive et d'améliorer la mémoire autobiographique. Dans la suite de notre thèse, nous comparons l'efficacité de ces différents protocoles en intergroupe et en intragroupe. Nous discutons ensuite les perspectives expérimentales et cliniques que ces recherches permettent. Enfin nous proposons une illustration clinique des différents entrainements présentés dans ces études. Si nos travaux ont permis de commencer à enrichir la réflexion et la compréhension de certains mécanismes d'action des entrainements de psychologie positive, dont certains apparaissent à même d'expliquer une partie importante de leur efficacité, ils soulignent aussi la nécessité primordiale pour les chercheurs et les cliniciens de mener des recherches et réflexions approfondies sur les processus mis en œuvre dans les thérapeutiques qu'ils proposent à leurs patients. La recherche actuelle sur les processus sous-tendant les différences au sein de la psychologie est, en effet, d'une importance capitale car cette démarche scientifique concourt à une pratique éclairée de cette discipline, en tentant d'unir toujours davantage science et conscience
This thesis explores the cognitive processes that underlie the effectiveness of positive psychology interventions in the treatment of major depressive disorder. To achieve this, four studies were conducted to identify these processes and understand how they contribute to the reduction of depressive symptoms. The first study compared the effectiveness of two one-week training programs based on behavioral activation and positive psychology. Participants were divided into two groups: one received a behavioral activation training program based on positive psychology, while the other received a behavioral activation training program based on physical activity. The results showed a significant reduction in depressive symptoms in both groups, but without a difference between the two groups. This suggests that the effectiveness of the training may depend on factors other than the underlying theory. The second study tested the effect of a protocol targeting associative memory networks and autobiographical memory accessibility. Participants were divided into two groups: one received a training program focused on recalling positive memories, while the other received a control training program. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that recalling positive memories may be an effective way to reduce depressive symptoms. The third study evaluated the effect of a protocol for recalling positive memories based on exercises inspired by Ericksonian hypnosis. Participants were divided into two groups: one received a daily one-week training program focused on recalling positive memories, while the other received a relaxation training program. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that recalling positive memories may be an effective way to reduce depressive symptoms and improve autobiographical memory. The fourth study measured the effect of a daily gratitude journaling program. Participants were divided into two groups: one received a gratitude journal, while the other received a control journal. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that practicing gratitude may be an effective way to reduce depressive symptoms and improve autobiographical memory. In the conclusion of our thesis, we compare the effectiveness of these different protocols in both between-group and within-group analyses. We then discuss the experimental and clinical implications of these findings. Finally, we propose a clinical illustration of the different training programs presented in these studies. If our work has allowed us to begin enriching the reflection and understanding of certain mechanisms of action of positive psychology training programs, which appear to explain a significant part of their effectiveness, it also highlights the primary need for researchers and clinicians to conduct in-depth research and reflection on the processes involved in the therapies they propose to their patients. The current research on the processes underlying differences within psychology is, indeed, of great importance, as this scientific approach contributes to a more enlightened practice of this discipline, by attempting to unite science and conscience even more closely
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Nielsen, Jodi K. "Impacts of brief mindfulness training." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1566768.

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The present mixed method study examined the impacts of brief mindfulness training on cultivation of mindfulness traits, physical and emotional well-being, and relationship quality. Twenty-nine graduate students were organized into a control (n = 14) and a treatment (n = 15) group. All participants completed pre/post measures of their mindfulness competencies, physical and emotional well-being, and relationship quality. The treatment group participated in a 4-week mindfulness training workshop. The control group exhibited no significant changes over the study period. The treatment group exhibited significant improvement of self-reported mindfulness competencies and improved emotional and physical well-being and relationship quality. The results of the present study are encouraging, emphasizing the value of brief training designs for cultivating mindful awareness. Continued practice and research in this area is expected to introduce more and more people to the benefits of mindfulness, enabling them to experience the benefits of more personally attuned and aware living.

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Levy, Lisa-Ann. "Assessment of children for brief psychodynamic psychotherapy : training implications." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/13539.

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The aim of this study is to develop a framework for the assessment of children for short-term psychodynamic psychotherapy, with a particular emphasis on the training of child therapists. For this purpose the literature on brief child psychotherapy is reviewed, and selection criteria mentioned in the literature are collated and summarized. These criteria are then applied to 5 cases seen by trainees or newly qualified clinicians in order to assess their usefulness in a training setting. Potential sources of difficulty for inexperienced clinicians in the assessment for and process of this specialized form of child psychotherapy are considered, and guidelines as to how this approach could be usefully employed in a training institute are suggested. On the basis of the literature and case discussions, a format for the assessment of children for brief psychotherapy is devised in order to assist the trainee.
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Al, Ghalib Lila Jaber. "Intervention to alleviate shyness : social skills training and brief counselling." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3547.

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The aim of this study was to investigate the effectiveness of a Social Skills Training programme (based on Bandura's social learning theory) and Brief Counselling (using Egan model) to alleviate shyness.The aetiology of shyness is examined together with its relationship to other constructs such as social anxiety and social phobia. For many, shyness is a major social problem. This is particularly true of female university students in Saudi Arabia. This was confirmed by the survey in a sample of 1000 female students, and by the development of a standardised (Arabic) shyness scale, which was given to another sample of 706.From this population a sample of 80 (scoring 1 sd above mean) were divided into 6 groups who received either (i) Social Skills Training (two groups), (ii) Brief Counselling, (iii) Study Skills Training, and (iv) No training (waiting list control, two groups). Both the Social Skills and Brief Counselling were effective in reducing shyness although there was a similar beneficial effect for study skills. However in a 6- week follow-up test the Social Skills training and Brief Counselling groups showed that significant gains had been made and maintained in comparison with both controls. While overall Social Skills Training is more effective and economic, an intervention involving both Social Skills Training and Brief Counselling is recommended. The study demonstrated that severe shyness can be alleviated by short-term intervention.
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NILSSON, Anders. "Vocational education and training in Sweden 1850-2008 - a brief presentation." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12147.

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Allen, Desirae L. "Brief DBT Skills Training for Shame After Experiencing a Traumatic Event." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1524327249044567.

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Becker, Lily. "Brief dynamic psychotherapy : an exploration of attitudes and practice among a group of local clinicians - some implications for training." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/15833.

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Bibliography: pages 143-152.
This study explores brief dynamic psychotherapy as a model of intervention with the individual adult client. The rationale for examining this area emanated from a few aspects. Firstly, increasing numbers of research studies indicated that the median length of psychotherapy, whether in private practice, or in community mental health centres, was actually of brief duration, whether planned or not; secondly, emerging studies indicated the proven effectiveness of brief intervention; and thirdly, the current emphasis on practice accountability with a more conscious use of time and outcome, were motivating factors to explore this model in practice. In addition, the study aimed to explore elements from the broader psychoanalytic tradition, which could be shaped and offered within a brief dynamic model of therapy.
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Onesty, Victoria M. "Assessment of Pediatric-Focused Brief Motivational Interviewing Training of Dental Students and Pediatric Dental Residents." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5309.

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Purpose: To assess dental students and pediatric dental residents’ knowledge and attitudes towards motivational interviewing and evaluate the efficacy of a pediatric-focused brief motivational interviewing training program. Methods: A total of 66 participants were enrolled; 35% were third year dental students, 46% were fourth year dental students and 18% were pediatric dental residents. Participants completed three questionnaires: the first before the training, the second immediately after the training and the third approximately 3.5 months after the training. Results: A significant increase in correct responses was found for 4 of the 5 questions assessing participants’ knowledge. Participants were satisfied with the training (94%) and were interested in further training (89%). Participants believed patients and their parents would benefit from the intervention (97%). Conclusions: The pediatric-focused BMI training program is a valuable addition to pre-doctoral and residency curricula by preparing students and residents to employ this beneficial technique.
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Toelken, Stephanie. "Increasing independence among children diagnosed with autism using a brief embedded teaching strategy." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003255.

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Books on the topic "Brief trainings"

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Malan, David H. Psychodynamics, training, and outcome in brief psychotherapy. Edited by Osimo Ferruccio. Oxford: Butterworth-Heinemann, 1992.

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1946-, Ross Don, ed. Muscleblasting!: Brief and brutal shock training. New York: Sterling Pub., 1988.

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National Eldercare Institute on Employment and Volunteerism (U.S.), National Council on the Aging, University of Maryland, College Park. Center on Aging, and United States. Administration on Aging, eds. Training of older workers: Resource brief. College Park, MD (PERH Bldg., Rm. 2304, College Park 20742): The Institute, 1993.

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Royal Society of Arts. Examinations Board. Training & development award suite: Information brief. Coventry: RSA Examinations Board, 1994.

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Great Britain. Department of Health and Social Security., ed. Statutory maternity pay: An employers training brief. London: H.M.S.O., 1987.

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Great Britain. Department of Health and Social Security., ed. Statutory maternity pay: An employers training brief. London: H.M.S.O., 1989.

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Strever, Nelson Thorana, ed. Education and training in solution-focused brief therapy. New York: Haworth Press, 2005.

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Streetlight. Field: How to Grow a Field? Training Brief. New York, NY: Streetlight, 2022.

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Rochelle, Chantal De la. Team training: A brief look at the options. Kingston, Ont: IRC Press, 1999.

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Cotton, Paul. Vocational education and training in Belgium: Brief description. Thessaloniki: CEDEFOP, 2001.

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Book chapters on the topic "Brief trainings"

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Gattiker, Urs E. "A Brief Summary of Volume 2." In End-User Training, edited by Urs E. Gattiker, Laurie Larwood, and Rosemarie S. Stollenmaier, 279–86. Berlin, Boston: De Gruyter, 1990. http://dx.doi.org/10.1515/9783110863338-016.

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Swan, Sam. "Brief history of international media training." In Media Training in Transition Countries, 1–7. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003155348-1.

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Bloom, Michael V., and David A. Smith. "Relaxation Exercise Training." In Brief Mental Health Interventions for the Family Physician, 117–21. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4613-0153-0_14.

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Rose, Sheldon D. "Social Skill Training in Short-Term Groups." In Handbook of the Brief Psychotherapies, 537–50. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2127-7_22.

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Muir, Joan A. "Training in Brief Strategic Family Therapy." In Encyclopedia of Couple and Family Therapy, 2989–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_876.

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Muir, Joan A. "Training in Brief Strategic Family Therapy." In Encyclopedia of Couple and Family Therapy, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_876-1.

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Wilson, Hannah. "Brief Uses of Compassionate Mind Training." In The Handbook of Brief Therapies: Hbk Bri The, 123–34. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526481603.n9.

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Girardi, Brandon, Peter Ferguson, and Markku Nousiainen. "Competency-Based Medical Education: A Brief Overview." In Boot Camp Approach to Surgical Training, 13–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90518-1_2.

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Zhou, Kehua. "A Brief Break at the Radiology Department." In Internal Medicine Training Notes and Survival Guide, 59–68. New York, NY: Springer US, 2024. http://dx.doi.org/10.1007/978-1-0716-4039-5_3.

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Franklin, Cynthia, Kristin W. Bolton, and Samantha Guz. "Solution-focused brief family therapy." In APA handbook of contemporary family psychology: Family therapy and training (Vol. 3)., 139–53. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000101-009.

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Conference papers on the topic "Brief trainings"

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Stone, David, and Kristina Marshall. "US Army Composite Repair Standardization." In Vertical Flight Society 72nd Annual Forum & Technology Display, 1–6. The Vertical Flight Society, 2016. http://dx.doi.org/10.4050/f-0072-2016-11549.

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This paper explores the need for the US Army to standardize repair of composite aircraft structure. The paper includes a discussion of the needs for standardization as well as historical attempts and current plans. Repair materials, processes, equipment, tooling, facilities and contamination sources that are unique to the Army operating environmental are described in detail. A brief history of advanced composite repair in the Army as well as current standardization efforts will be described in this paper. By standardizing advanced composite repair materials, processes, tools, and training the Army is ultimately easing the burden on the maintainer while maintaining airworthiness.
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Nokhwal, Sahil, Priyanka Chilakalapudi, Preeti Donekal, Suman Nokhwal, Saurabh Pahune, and Ankit Chaudhary. "Accelerating Neural Network Training: A Brief Review." In ISMSI 2024: 2024 8th International Conference on Intelligent Systems, Metaheuristics & Swarm Intelligence. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3665065.3665071.

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Dan Liu, Ziguang Yang, Jianmin Wang, and Lijia Liu. "Brief analysis on training strategies of teachers' personality." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554119.

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"A Brief Analysis of Piano Teaching Reform in Colleges and Universities Under the Concept of Quality Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001018.

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Farkas, Attila, Gabor Kertesz, and Robert Lovas. "Parallel and Distributed Training of Deep Neural Networks: A brief overview." In 2020 IEEE 24th International Conference on Intelligent Engineering Systems (INES). IEEE, 2020. http://dx.doi.org/10.1109/ines49302.2020.9147123.

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Sun, Wei. "Brief Discussion on Some Problems in Technical Training of Piano Playing." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.154.

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Alsafwani, Zahraa, and Kathryn Cooper. "An Brief Examination of Case Studies in Reproducibility for Bioinformatics Training." In 2021 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2021. http://dx.doi.org/10.1109/bibm52615.2021.9669698.

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Le, Lai Hoang, Hoang D. Nguyen, Martin Crane, and Tai Tan Mai. "Multimedia learning analytics feedback in simulation-based training: A brief review." In ICMR '24: International Conference on Multimedia Retrieval. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3643479.3662053.

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"A Brief Analysis of Educational Innovation and Reform in Colleges and Universities under the Situation of Big Data." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000980.

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"A brief Analysis of the Challenges and Opportunities of College Physical Education in the Later Period of Popularization." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001020.

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Reports on the topic "Brief trainings"

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Devereux, Stephen. Policy Pollination: A Brief History of Social Protection’s Brief History in Africa. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/ids.2020.004.

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The relatively recent emergence and sustained rise of social protection as a policy agenda in Africa can be understood as either a nationally owned or ‘donor-driven’ process. While elements of both can be seen in different countries at different times, this paper focuses on the pivotal role of transnational actors, specifically international development agencies, as ‘policy pollinators’ for social protection. These agencies deployed a range of tactics to induce African governments to implement cash transfer programmes and establish social protection systems, including: (1) building the empirical evidence base that cash transfers have positive impacts, for advocacy purposes; (2) financing social protection programmes until governments take over this responsibility; (3) strengthening state capacity to deliver social protection, through technical assistance and training workshops; (4) commissioning and co-authoring national social protection policies; (5) encouraging the domestication of international social protection law into national legislation. Despite these pressures and inducements, some governments have resisted or implemented social protection only partially and reluctantly, either because they are not convinced or because their political interests are not best served by allocating scarce resources to cash transfer programmes. This raises questions about the extent to which the agendas of development agencies are aligned or in conflict with national priorities, and whether social protection programmes and systems would flourish or wither if international support was withdrawn.
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Burnyeat, Gwen, and Jonathan Röders. Research Brief: Trust in the State and Peacebuilding. Trust After Betrayal, May 2023. http://dx.doi.org/10.59498/25723.

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This research brief examines the challenges of building trusting state-society relations during peacebuilding interventions in fragile conflict contexts. State officials face people's negative perceptions of the state caused by neglect or violent intrusion in the past, being projected onto them, hindering constructive alliances. To address these challenges, the brief proposes the following adaptation strategies: Hiring practices should prioritise officials who reflect the diversity of local communities, facilitating the emergence of rapport. These officials should undergo context training focusing on perceptions of the state, historical experiences of violence and neglect, local politics and effective communication approaches. Moreover, instiutionalised long-term partnerships between state officials and communities based on mutual understanding and empathy are vital for trust building. In addition, coordination among state institutions is crucial to avoid inefficiency and contradictory policies, making the state more legible and nuanced to citizens.
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Shui, Bin. A brief introduction on training and public information of building energy codes in the U.S. Office of Scientific and Technical Information (OSTI), December 2010. http://dx.doi.org/10.2172/1007374.

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Tadevosyan, Gohar, and Swetal Sindhvad. Lessons Learned in the Skills Development for Rural Vitalization in Gansu Province, People’s Republic of China. Asian Development Bank, December 2024. https://doi.org/10.22617/brf240599-2.

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This brief shows how the People’s Republic of China can use technical and vocational education and training (TVET) to upskill people in rural areas and better enable them to harness digital technology to drive innovation and economic growth. Highlighting programs in Gansu Province to improve e-commerce skills, boost entrepreneurship, and deliver training to ethnic minority women, the brief explains the challenges posed by low education levels and limited technical experience. It shows how measures including partnering with private companies and employing holistic career counseling could improve TVET in Gansu to help farmers close the income divide and promote rural revitalization.
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Kothari, Jayna, I. R. Jayalakshmi, Rohit Sharma, and Adhirai S. Intersections of Caste and Gender: Implementation of Devadasi Prohibition Laws. Centre for Law and Policy Research, November 2019. http://dx.doi.org/10.54999/hhej4927.

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CLPR’s policy brief on the Devadasi practice in States like Tamil Nadu, Karnataka, Andhra Pradesh, and Maharashtra investigates the prevalence of the Devadasi system and reviews the implementation of legislation prohibiting the practice. The policy brief pays close attention to the intersectional discrimination faced by Devadasi women due to their caste, class, and gender and suggests a range of recommendations from statutory amendments to regular empirical studies and training programs to strengthen the working of the legislation.
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Wagner, Charlotte C., Jason Veysey, Sharna Terase Nolan, and Chris Malley. Overcoming barriers to integrated planning – tools and training for countries to combine climate and development aims. Stockholm Environment Institute, June 2022. http://dx.doi.org/10.51414/sei2022.023.

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The goals of the Paris Agreement and the 2030 Agenda for Sustainable Development tightly interlink across social, technical and economic spheres. Achieving them requires swift and vigorous action by policymakers now. An integrated approach to climate and development policy planning is essential to capitalize on synergies among goals and to avoid achieving some goals at the expense of others. Such integrated planning requires accessible, quantitative tools that can compare policy options, and analyse impacts on Sustainable Development Goals (SDGs) and climate mitigation. This brief outlines recent improvements to SEI’s pioneering Low Emissions Analysis Platform (LEAP), which, to the best of the authors’ knowledge, is the lone available tool that meets these criteria. The brief also highlights SEI’s work to advance integrated planning through a dedicated initiative to expand the LEAP tool’s capabilities and to train planners in low-and middle-income countries to build their in-country capacity.
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Rebelo, André, João R. Pereira, Paulo Cunha, Manuel J. Coelho-e-Silva, Lauren B. Sherar, and João Valente-dos-Santos. Training Load, Neuromuscular Fatigue and Well-Being in Volleyball: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0059.

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Review question / Objective: This systematic review aims to compile and order all the training load measures, all fatigue assessments, and all well-being questionnaires used in volleyball training/match monitoring, systematizing them. Condition being studied: Training load: cumulative amount of stress placed on an individual from multiple sessions and games over a period of time. Neuromuscular fatigue: A response that is less than the expected or anticipated contractile response, for a given stimulation. Well-being: A continuous, active process, which is geared towards balancing one’s physical, emotional, social, intellectual and spiritual wellness in order to enhance one’s life quality.5 In sport science the subjective measurement of the response to training and competition are used through the athlete self-report measures (ASRMs). In practice, these often comprise brief, single-item checklists derived from validated questionnaires that are intended to be completed daily.
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Gupta, Kanupriya, Krishan Rautela, Parul Soni, and K. Srinivas. Uptake, Implementation, Portability, and Operability of the One Nation One Ration Card: A Study. Asian Development Bank, November 2023. http://dx.doi.org/10.22617/brf230495-2.

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This brief analyzes India’s One Nation One Ration cards that allow poor migrants to access subsidized grains nationwide and assesses how improving awareness and strengthening technological infrastructure could boost their take up. The brief explains the evolution of the cards, which are used at ePos-enabled fair price stores. It offers insights into migrants’ perceptions and use of the cards and illustrates how they helped people access food during the pandemic. It highlights supply chain and technological challenges, emphasizes the need to improve access for women and vulnerable groups, and shows why training and capacity building could help improve food security.
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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Empathy & Compassion. Inter-American Development Bank, August 2024. http://dx.doi.org/10.18235/0013113.

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Empathy and compassion are vital skills for emotional and social development, motivating prosocial behaviors and effective conflict resolution. Empathy involves understanding others' emotions, while compassion drives actions to alleviate their suffering. These skills can be developed through educational programs and interventions like mindfulness and emotional intelligence training. In this brief, we introduce more about its relevance, successful initiatives to foster them, and tools to measure them.
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