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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 conscienceThis 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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Includes bibliography.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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Fountain, L. K. "The impact of brief training on clinician agreement in rating risk of violence." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434408.
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Phipps, Arthur. "Brief mindfulness training for counselling psychology students : effects on self-compassion and reperceiving." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44204.
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Teaching mindfulness to counselling students may provide another avenue for developing their clinical skills. Current research supports the idea that mindfulness can be beneficially introduced into graduate training in counselling. How and why this training should take place remains an underexplored phenomenon. The current study investigates whether a brief introduction to mindfulness training and practice can impact counselling students’ ability to take a compassionate attitude toward themselves (self-compassion) and their ability to be a witness to their own experience (reperceiving). Participants received one hour of training in mindfulness practices and then took part in 15 minutes of these practices each week before they saw clients in their first clinical experience. Two studies were conducted, each using different approaches to test the question of whether this intervention could have an effect on self-report scores in self-compassion, reperceiving and/or mindfulness. In study A, a concurrent, repeated measures design found indications that self-compassion scores increased after 12 weeks of mindfulness practice but did not find any changes in reperceiving or mindfulness scores. In study B, a concurrent, single-case design found no evidence to support a functional relationship between the intervention and any of the three dependent measures. Limitations in study design may be the cause of this insufficiency. Overall this project provides evidence for increases in self-compassion scores after one semester of brief mindfulness practice while no changes were found in reperceiving or mindfulness scores.
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Taylor, Maija Broox. "Evaluation of a Brief Cognitive Defusion Training For Sweet Cravings Among College Students." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1488292646988014.
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Lacey, Joanne. "Alcohol brief interventions : Exploring the perceptions and training needs of community health care professionals." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517318.
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Osborne, Connie M. Brajkovich (Connie Marie Brajkovich). "Brief Imagery Training : Effects on Psychological, Physiological and Neuroendocrinological Measures of Stress and Pain." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277739/.
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The present study investigated the influence of a brief, intensive biofeedback-assisted imagery training regimen on psychological, physiological and neuroendocrinological measures of pain and stress in injury related chronic pain patients. The subjects were 36 patients (myelography examcandidates) who were assigned to the imagery or wait-list control group by order of referral presentation and to formulate equivalent groups.
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Polaha, Jodi, N. Benfield, A. Shultz, and R. Powers. "Training Pediatric Primary Care Physicians to Use Brief Behavioral Interventions: A Didactic and Consultative Model." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6603.
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Young, Tabitha. "THE EFFECT OF BRIEF TRAINING IN MOTIVATIONAL INTERVIEWING ON CLIENT OUTCOMES AND TRAINEE SKILL DEVELOPMENT." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3655.
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Motivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clients motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor trainees ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and formal feedback via MITI 3.0 scores. Counselor-trainee skill was assessed via the MI Knowledge Questionnaire, the Helping Responses questionnaire, and the Motivational Interviewing Treatment Integrity code 3.0. In addition, the following instruments were used to assess client outcomes ; attendance via observation assessments, the Session Summary, the Outcome Questionnaire-45.2, and the Client Satisfaction Questionnaire. The sample consisted of 43 graduate-level counselor trainees in their first or second semesters of practicum and 81 adult clients being seen in a university-based graduate student-training counseling clinic. Participants were purposefully assigned to either a treatment or control group. The counselor trainees in the treatment group received the unique training program, follow-up supervision, and feedback whereas the participants in the control group received a four-hour orientation to the student-training counseling clinic. There were four primary hypotheses proposed for analysis within this study (a) How does a brief training in Motivational Interviewing given to counselor trainees affect their ability to accurately perform MI?, (b) How does a brief training in Motivational Interviewing given to counselor trainees affect client functioning?, (c) How does a brief training in Motivational Interviewing given to counselor trainees affect client adherence?, and (d) How does a brief training in Motivational Interviewing given to counselor trainees affect client satisfaction with treatment? The statistical analysis of these variables yielded significant findings. Specifically, counselor-trainee skill in MI significantly improved in the treatment group as compared to the control group as assessed by the MITI with regard to the following variables: evocation, collaboration, autonomy/support, empathy, direction, MI non-adherent giving information, closed questions, simple reflections, complex reflections, total reflections, global scores, ratio of open questions, ratio of reflections, and ratio of MI adherent behavior. In addition, analysis revealed significant between group differences with client attendance. Specifically, between group-differences suggested that clients in the MI treatment group attended more sessions, missed fewer sessions, and completed therapy more frequently than clients in the control group. Detailed procedures and results as well as implications for the counseling profession and future research are explored within this study.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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Berry, Daniel R. "Bridging the empathy gap: Effects of brief mindfulness training on helping outgroup members in need." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4735.
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Witnessing others in need can be felt similarly to experiencing it oneself (empathy) and motivates assistance of those in need (prosocial action). It is well-documented that empathy can occur automatically, but when those in need are not members of a social ingroup, empathy and prosocial action are undermined. One major ingroup—outgroup division in American and in other countries is based on race. Although most condemn racial discrimination, empathy and prosocial action are often lower, however unintentionally, in interracial contexts. In light of this empathy gap, it is important to identify psychological factors that could bolster empathy and prosocial action toward racial outgroup members in need. This dissertation asked whether mindfulness training – cultivating present-centered, receptive attention to one’s ongoing experiences –increases social sensitivity toward racial outgroup members, and is based on pilot research indicating that a brief mindfulness induction increased empathy and prosocial action in such contexts. Healthy, self-identifying White women were randomized to either a brief (4-day) mindfulness training or a structurally-equivalent sham mindfulness training. Pre-post electroencephalographic measures of empathy toward video stimuli of outgroup members expressing sadness was assessed via prefrontal alpha frequency oscillations (i.e., frontal alpha asymmetry). Pre-post scenario-based spontaneous prosocial action toward Black individuals in need, and pre-post 14-day ecological momentary assessment (EMA) of empathy and prosocial action toward Black individuals (and other races) were conducted. Mindfulness training was expected to increase EEG- and EMA-based empathy toward Black individuals in need, as well as increase prosocial action toward such individuals in scenario and daily life (EMA) contexts. Opposite of what was hypothesized, MT reduced post-intervention empathic simulation, relative to ST, as measured by frontal alpha asymmetry. Consistent with hypotheses, however, MT increased empathic concern for outgroup members expressing sadness during video stimuli observation, and increased post-intervention scenario-based prosocial action. However, the hypothesis that MT would predict increases in pre- to post-intervention daily EMA-based prosocial action was not supported. Providing somewhat convergent evidence, trait mindfulness predicted more frequent pre-intervention scenario-based and daily prosocial action toward outgroup members; trait mindfulness was not related to pre-intervention video-based EEG and self-reported empathy outcomes. Together these results suggest that mindfulness can enhance some indicators or empathy and prosocial behavior in interracial contexts. Mechanisms and implications of the findings are discussed.
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Irez, O. D. "The effect of brief mindfulness training on distress tolerance, heart rate variability and alcohol consumption." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1521083/.
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This thesis examines the effectiveness of brief experimental mindfulness training in reducing alcohol craving and consumption in relation to distress tolerance and heart rate variability (HRV) among harmful/hazardous drinkers. Part one presents a literature review examining the effects of mindfulness on HRV. The review of 16 studies concluded that mindfulness is associated with HRV and increased HRV in a high frequency range was observed in both healthy individuals and in patient groups. Methodological limitations of the current literature and recommendations for future research are discussed. Part two is an empirical study involving a randomized controlled design examining the effects of brief mindfulness training on distress tolerance, heart rate variability and alcohol consumption. The results indicated that there was a significant increase in HRV in the relaxation group but no significant change in the mindfulness group. Participants who had increased HRV consumed less alcohol immediately after training, but interestingly only the participants in the mindfulness group consumed less alcohol after seven days. The increase in distress tolerance was similar between groups. This paper is part of a joint theses project with another Trainee Clinical Psychologist, Shirley Serfaty (2016). Her study involved a cue reactivity procedure to examine the effects of mindfulness on craving and negative affect. Part three provides a critical appraisal of the empirical study. It discusses methodological issues such as challenges with developing mindfulness/relaxation scripts, choice of behavioural and physiological measures and maintaining superior follow up rates. It also includes a brief discussion of my interest in the field of mindfulness and my experiences of conducting this research.
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Smith, Catherine Tillie, and Dahlia Avila. "An evaluation of the California Brief Multicultural Competence Scale and training for mental health practices." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3317.
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This study was designed to investigate the effectiveness of the California Brief Multicultural Competence Scale (CBMCS) and training as a tool to increase cultural competency skills. The interest of this was to determine if the training brought about a change in empathy or effectively increased knowledge about the importance of culture.
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Cunanan, Elnora. "What Works When Learning Solution Focused Brief Therapy: A Qualitative Study of Trainees' Experiences." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34219.
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With its growing popularity in the field, Solution Focused Brief Therapy (SFBT) training workshops are becoming more prevalent in the family therapy training field. Because SFBT represents an innovative approach to therapy, does teaching this model demand innovative ways to train its students or are the same methods used in teaching other models of family therapy sufficient? To begin to address this question, it would be important to know how trainees experience SFBT training as it currently exists. This study qualitatively examined the process that trainees experienced when learning SFBT. Fifteen individuals responded to an email questionnaire, with 7 of those individuals participating in follow-up telephone interviews. In summary, being able to practice using a solution focused approach with clients and receiving supervision on those sessions from a supervisor who used a solution focused framework in giving feedback were factors identified as being most helpful in facilitating the learning process. The study also examined how the participants merged their existing beliefs about people and the therapeutic process with the assumptions inherent to SFBT. Finally, the study examined distinct moments, defined as moments after which the trainee knew that SFBT was a model they could use effectively with their clients. The distinct moments provided a picture of how the training and learning came together in practice for the participants.Master of Science
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Fernandez, Jennifer Anne Nesbitt Gellar Pamela A. Panzarella Catherine. "An evaluation of brief adaptive inferential feedback training: assessing the gains of training individuals to provide a specific type of social support /." Philadelphia, Pa. : Drexel University, 2003. http://dspace.library.drexel.edu/handle/1860/283.
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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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de, Almeida Neto Abilio Cesar. "Training community pharmacists in cognitive behavioural intervention strategies for optimising the monitoring of non prescription combination analgesic products." Thesis, The University of Sydney, 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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Pantaleao, Lori Ann. "The Art of Solution-Focused Brief Therapy: Experiential Training for Novice Therapists in Creative Collaborative Language." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/17.
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Novice solution-focused brief therapists often have difficulty delivering scaling questions within the languaging of their clients. To help beginning Solution-Focused Brief Therapy (SFBT) trainees, this researcher has created the metaphorically enhanced scaling question (MESQ) training program. By incorporating a meaning making system such as the metaphor, the scaling question becomes expressive and symbolic to the client and his or her own story. The MESQ objective is to assist novice therapists in facilitating the SFBT scaling question creatively through the use of metaphor. A metaphor is a created meaning isomorphic to its original meaning or experience. The metaphor will be co-constructed through collaboration between client and therapist. The MESQ program encompasses three key elements of SFBT: listening, selecting, and building into three tangible activities designed for novice therapists to learn, articulate, and demonstrate their comprehension of the modified scaling technique (Bavelas, De Jong, Franklin, Froerer, Gingerich, Kim, Korman, Langer, Lee, McCullum, Jordan, & Trepper, 2013)
This research is qualitative in nature, due to the examined experiences of the MESQ training program participants. Action research has been chosen to emphasize the learning aspect, and assist in training development. The MESQ training program will be evaluated based on Kirkpatrick’s four levels of evaluating training programs: reaction, learning, behavior, and results. (Kirkpatrick, 1996). The focus of this research project will be to refine and develop the MESQ training program through analytic evaluation.
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Hill, Emma Louise. "A pilot study of a brief self-distancing and perspective-broadening training package for bipolar disorder." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/60990/.
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Objectives: This pilot study investigated whether a training intervention comprising of decentering and reappraising, the Self-Distancing and Perspective-Broadening (SD-PB) package, was able to 1) reduce symptomatology or 2) improve the ability to decenter or perspective-take in individuals with Bipolar Disorder. Design: The study employed a small N single case-series design with an “A-B” phase methodology. Method: Six individuals diagnosed with Bipolar Disorder but in a euthymic state were recruited through the MRC-CBSU in Cambridge. The participants were asked to fill out daily mood measures of symptomatology for two weeks. Following this, the SD-PB training commenced, which comprised two face-to-face sessions and one week of daily homework, during this time participants were asked to continue to fill out daily mood measures of symptomatology. Several self-report measures of affective lability, anxiety, the ability to decenter and the ability to perspective-take were administered at four time points during the study and at an online two-week follow-up. Results: Two participants were categorised as responders in terms of their reductions in mood symptomatology. The self-report measures showed that five out of six participants showed reductions in anxiety and improvements in the ability to decenter. Four participants showed reductions in affective lability and three participants showed improvements in the ability to perspective-take. Pre- and post-training measures showed all participants experienced some improvements in positive thinking and reductions in negative thinking. Conclusions: The results indicate the SD-PB package has potential for reducing a range of symptomatology in BD and is able to bring about more helpful thinking styles. However, due to the limitations of the study these results should be interpreted with caution and more studies are needed in the future to build confidence in the package. The contribution this study has made to existing literature and the clinical applications are discussed.
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Gallivan, Abigail. "Brief training for care staff who work with people with an intellectual disability and challenging behaviour." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2942/.
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There is a paucity of research on brief training for care staff who work with people with an intellectual disability and challenging behaviour. The effects of an organisational culture on gains care staff make and retain when they attend training has also not been researched. A longitudinal design was used to assess a one-day training on staff attributions and attitudes. Questionnaires were administered across four time points (one week prior to training, immediately before and after training and at two months follow-up). Pre and post data was collected for 65 staff and four time point data for 37 staff. An organisational questionnaire was also administered to assess if changes in attributions and attitudes related to ratings of organisational culture. Significant changes in staff attitudes were recorded. This remained at two month follow-up. Staff attributions of controllability were also reduced following training. No associations were found between changes in attitude and attributions scores either immediately after training or at follow-up and ratings of organisational culture. Further research is required into staff training.
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Muramoto, Myra L., Amy Howerter, Eva Matthews, Lysbeth Ford-Floden, Judith Gordon, Mark Nichter, James Cunningham, and Cheryl Ritenbaugh. "Tobacco brief intervention training for chiropractic, acupuncture, and massage practitioners: protocol for the CAM reach study." BioMed Central Ltd, 2014. http://hdl.handle.net/10150/610278.
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BACKGROUND: Tobacco use remains the leading cause of morbidity and mortality in the US. Effective tobacco cessation aids are widely available, yet underutilized. Tobacco cessation brief interventions (BIs) increase quit rates. However, BI training has focused on conventional medical providers, overlooking other health practitioners with regular contact with tobacco users. The 2007 National Health Interview Survey found that approximately 20% of those who use provider-based complementary and alternative medicine (CAM) are tobacco users. Thus, CAM practitioners potentially represent a large, untapped community resource for promoting tobacco cessation and use of effective cessation aids. Existing BI training is not well suited for CAM practitioners' background and practice patterns, because it assumes a conventional biomedical foundation of knowledge and philosophical approaches to health, healing and the patient-practitioner relationship. There is a pressing need to develop and test the effectiveness of BI training that is both grounded in Public Health Service (PHS) Guidelines for tobacco dependence treatment and that is relevant and appropriate for CAM practitioners. METHODS/DESIGN: The CAM Reach (CAMR) intervention is a tobacco cessation BI training and office system intervention tailored specifically for chiropractors, acupuncturists and massage therapists. The CAMR study utilizes a single group one-way crossover design to examine the CAMR intervention's impact on CAM practitioners' tobacco-related practice behaviors. Primary outcomes included CAM practitioners' self-reported conduct of tobacco use screening and BIs. Secondary outcomes include tobacco using patients' readiness to quit, quit attempts, use of guideline-based treatments, and quit rates and also non-tobacco-using patients' actions to help someone else quit. DISCUSSION: CAM practitioners provide care to significant numbers of tobacco users. Their practice patterns and philosophical approaches to health and healing are well suited for providing BIs. The CAMR study is examining the impact of the CAMR intervention on practitioners' tobacco-related practice behaviors, CAM patient behaviors, and documenting factors important to the conduct of practice-based research in real-world CAM practices.
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Jack, Alyson. "Evaluation of a brief training programme for nurses in dementia care and its relationship to job satisfaction." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/26640.
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This research aimed to evaluate a brief training intervention designed for nurses working in dementia care. The content of the training material collated was in response to three main factors: 1. A local unit concerning the use of medication to treat non cognitive symptoms of dementia. 2. A recent document produced by the SIGN Group (Scottish Intercollegiate Guidelines Network). 3. Nurses' perceptions of their own training needs. Core topics included; a recap on dementia, non cognitive features of dementia, drug treatments used in dementia care and psychological approaches to dementia care. Nurses' attitudes pre and post training, towards drug and non-drug interventions for non cognitive symptoms of dementia were investigated using questionnaires. Attitude change and responses to a post-training evaluation form were examined in relation to reported job satisfaction. Several demographic variables were also examined. Data was examined across wards as well as pre and post training. Implications for future training were discussed.
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Newby-Clark, Elissa Diane. "The role of phonemic awareness and naming speed in predicting response to brief training of reading skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ53508.pdf.
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Dowden, Angel. "Implementing Self-Advocacy Training within a Brief Psychoeducational Group to Improve the Academic Motivation of Black Adolescents." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03152010-094419/.
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The purpose of this dissertation is to make inference about the effectiveness of self-advocacy training in increasing the academic motivation and academic self-concept of Black adolescents. Action research and phenomenological approaches are utilized concurrently throughout the N=1/ ABA single subject experimental design that will be repeated six times. Black adolescents are confronted with ongoing social barriers that affect their academic motivation. School counselors can improve the educational landscape for Black adolescents by employing advocacy competencies in their schools. The dissertation describes the research study results of a brief psychoeducational group that was employed to teach self-advocacy skills to Black adolescents, with the ultimate goal of improving their academic self-concept and academic motivation.
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Scolarici, Thomas Anthony. "THE EFFECTS OF A BRIEF MINDFULNESS TRAINING EXERCISE ON PARTICIPANTS’ ABILITY TO TAKE DATA ON HIGH RATE BEHAVIOR." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1793.
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Mindfulness exercises have been reported to increase performance for a number of different populations; however there are no reports that have investigated the effects of brief mindfulness exercises on data collection. This study will exposed participants to a brief mindfulness exercise and subsequently measure participants’ ability to accurately take data on high rate behavior. A concurrent multiple baseline design was used with three participants. During baseline phases participants recorded data on the occurrence of congruent and incongruent stimuli within a Stroop presentation. Treatment phases contained a brief mindful eating video and then participants completed the Stroop presentation. Data sheets completed by the participants were scored for overall accuracy, as well as accuracy for congruent and incongruent stimuli. Participants completed a Mindful Attention Awareness Scale (MAAS) at the end of all sessions. Results indicated that MAAS scores increased during mindfulness sessions for all participants when compared to baseline phases. Overall accuracy as well as accuracy for congruent and incongruent stimuli in the Stroop presentation increased for all three participants compared to baseline sessions. The findings from this research have potential applications for improving performance for data collection methods and increasing self-reported mindfulness.
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Nehlin, Gordh Christina. "Alcohol Use and Secondary Prevention in Psychiatric Care." Doctoral thesis, Uppsala universitet, Psykiatri, Akademiska sjukhuset, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-179175.
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Although alcohol plays an important role in psychiatric morbidity, there is a general lack of strategies within psychiatric care to intervene at alcohol problems in an early stage (secondary prevention). The aim of this thesis was to increase knowledge of adequate forms of secondary alcohol prevention in psychiatric care. The capacity of three brief screening instruments was investigated in a psychiatric outpatient sample (n=1811). The results indicate that the HED (heavy episodic drinking) screener, strongly recommended for health care settings, is not sufficiently sensitive in a psychiatric setting. Instead, the full AUDIT (Alcohol Use Disorders Identification Test) is recommended. The knowledge and attitudes of psychiatric staff members to problem-drinking patients were studied and the effects of a three-hour training course were investigated. Confidence in self-perceived capacity to intervene in more severe alcohol problems was raised among all staff after training. Awareness of early signs of problem drinking was raised among psychologists and social workers. The therapeutic attitude of the psychiatric staff was higher when compared with primary care staff. Two forms of brief intervention were delivered by clinical psychiatric staff. At 12 months, 29% of all participants had improved their drinking habits, moving from hazardous to non-hazardous level (21%) or from harmful to hazardous level (8%). In the improved group, mean AUDIT score was reduced from 11.0 points at baseline to 5.5 points. Differences in outcome between the two interventions could not be identified. Nine high-risk drinking young female psychiatric patients were interviewed, focusing on reasons for excessive drinking and factors facilitating a change in drinking habits. Alcohol played an important role in the lives of the young women. It made them feel social and helped them deal with unbearable emotions. It was also used as a means of self-harm, representing the first stage in an escalating self-harm process. They expressed a need for help from their caregivers in addressing the underlying reasons for drinking. Secondary alcohol prevention strategies including appropriate screening methods, staff training and the elaboration of tailored interventions are urgently needed in psychiatric care. The findings of this thesis can be used when forming such strategies.
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Richardson, Marina Marcella. "Solution-focused brief therapy training for mental health providers at a community college student health center| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523287.
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The purpose of this grant proposal was to locate and identify potential funding sources, and write a grant to fund a program that would provide SFBT training to mental health professionals employed and/or interning at the Orange Coast College Student Health Center in Orange County, California. An extensive literature review was conducted, which increased knowledge about the special mental health needs of Community College students, particularly within the Orange Coast College student population. A search for potential funding sources via the Internet and a grant database resulted in the selection of the California Mental Health Services Authority's Community College Student Mental Health Program Grant as the best funding source for this project. Subsequently, a grant was written to support the implementation of the proposed SFBT Training seminar at Orange Coast College in California. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.
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Niemz, Katie. "Effects of a brief Attention Training Technique intervention for sub-clinical anxiety in an adolescent population : a case series." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488647.
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Background and Aims: Anxiety is one of the most frequently occurring psychological disorders in children and adolescents. Interventions for child and adolescent anxiety to date have focused on 'traditional' cognitive-behavioural approaches. Whilst these have been shown to be effective in approximately 56% of cases (e.g. Cartwright-Hatton, Roberts, Chitsabesan, Fothergill and Harrington, 2004) a significant proportion do not benefit. An information processing theory of emotional disorder, the Self-Regulatory Executive Function Model (Wells and Matthews, 1994), suggests that dysfunctional attentional processing, such as heightened self-focus and rumination, maintain emotional disorders. Attention Training Technique (AIT; Wells, 1990; 2000), was developed with the aim of reducing dysfunctional self-focused thinking and allowing the individual to develop conscious attentional control over processing. Preliminary case series have shown the effectiveness of AIT in reducing anxiety in adults. The main aim of the current study was to test the effectiveness of AIT on an analogue-clinical sample of adolescents with high trait anxiety using a case series design. A secondary aim was to investigate correlations between anxiety, self-consciousness and attentional control. This study represents the first attempt to investigate AIT in an adolescent population. Method: A total of 110 participants were involved in the screening stage which involved completing the State-Trait Anxiety Inventory (STAI, Spielberger, 1983); the Attention Control Scale (ACS, Derryberry & Reed, 2002) and the Public and Private Self Consciousness Scale - Revised (SCS-R, Sheier & Carver, 1985). Six participants were involved in the case series investigating the effects of AIT. The case series employed a multiple baseline A-B design with follow up (Barlow & Hersen, 1984). The participants were allocated to baselines ranging from 3-6 weeks, during which they completed weekly questionnaires, prior to the four week AIT phase. AIT was delivered on a once-weekly basis, and daily home practice was set using CD versions of ATT. Standardised measures (STAI, ACS and SCS-R) were administered on a weekly basis. Results: The screening stage found a significant correlation between attentional control and trait anxiety, consistent with previous research with children. In addition, a significant correlation was found between trait anxiety and self-consciousness, consistent with previous research with adult samples. The case series provided little overall support for the positive impact of AIT on the standardised measures. Following AIT, two out of six participants showed reductions in trait anxiety scores; one out of six showed a reduction in state anxiety scores; one out of six participants showed a small increase in attentional control; and finally there was no convincing evidence for a decrease in private self consciousness for any participants. Conclusions: This study did not demonstrate the effectiveness of AIT in the population under investigation. It is not possible to draw any firm conclusions ab.out the effectiveness or otherwise of AIT in this population due to the small sample size. Potential reasons for the findings are discussed with reference to the apphcablhty of this technique to younger populations. The strengths and limitations of the study are outlined, along with the clinical implications and directions for future research.
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Smith, Stephen W. "BECOMING : an analysis of narratives describing the experiences of nurses who have undertaken training in solution focused brief therapy." Thesis, Robert Gordon University, 2015. http://hdl.handle.net/10059/1220.
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This thesis is a study of the experiences of nurses who have undertaken training in Solution Focused Brief Therapy (SFBT). While the clinical outcomes of using SFBT, and other psychological therapies, to treat clients have been the subject of much research, the outcomes of training therapists to use SFBT has been relatively unexplored. It is, therefore, my intention to address, in part, this uncharted area of practice. Utilising a mixed methodology, the study is divided into two Stages. In Stage I, an original Solution Focused (SF) methodology is developed and used to conduct individual interviews with twenty participants. Interviews are transcribed and treated as narrative texts, and are then subjected to multi-factored analysis enabling the synthesis of a ‘group narrative’ and the construction of a typology of experience. In Stage II, I conduct further in-depth interviews with three of the original participants and utilise a hermeneutic methodology, drawing on the work of Hans-Georg Gadamer, to engage with the texts generated from these interviews. The texts are explored thematically, and through the nursing metaparadigm of Jacqueline Fawcett, and are compared with a metaparadigm of SF practice. The research suggests that training is SFBT can have a profound effect on the clinical practice, and professional identity, of nurses, and that this is related to the paradigm of nursing which informs their practice. Where the nursing paradigm is of the dominant ‘assessment and delivery of care needs’ modality, SFBT training has little to offer the nurse; however, where the nursing paradigm reflects an ‘interpersonal, dynamic’ modality based on shared relationships, training in SFBT can be a transformative experience for the nurse. This research makes an original contribution to the field of SFBT and to our understanding of the relationship between SFBT and nursing. Building on the work of earlier scholars, it argues that SFBT is congruent with some nursing paradigms, and not all nursing paradigms as previously suggested. It also advances our understanding of how the scope and field of SF practice may be delineated.
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Garden, Regan E. "Creating a Verbal Community for Describing Emotional Responses within a Contingency Lens: The Effects of a Brief Training Workshop." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955041/.
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Observing emotional responses is recognized as a valuable clinical skill in a variety of professions, including applied behavior analysis. Emotional responses can flag possible contingencies thereby guiding a behavior analyst to better select valid measures, goals, and procedures. Additionally, emotional responses can be goals in and of themselves. The purpose of the present study was to evaluate the effects of a workshop on the observation and description of emotional responses by behavior analysts-in-training. The procedures included instructions, modeling, practice, discussion and feedback. The workshop included a blend of trainer presentation and interteaching strategies. The effects of the workshop were evaluated using a single-subject A-B design with multiple probe measures across four students. During probe assessments participants watched short video clips of family interactions and wrote a descriptive narrative in response to several questions. This created a permanent record for quantitative evaluation and analysis. The study resulted in an increase in the number of descriptions of emotional responses among all participants. The participants also increased responses tying the emotional response to external environmental events more often in the post-workshop assessment than the pre-workshop assessment. Results are discussed within the context of training applied behavior analysts, the analysis of verbal behavior, and the role of emotions in clinical practice.
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Plate, Andre J. "Evaluating a Brief Emotion Regulation Training in Reducing Worry and Rumination in Generalized Anxiety Disorder and Major Depressive Disorder." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1476274384505312.
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Fleming, Courtney V. "An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330.
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Zimmerman, Valerie L. V. "The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799535/.
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Behavioral skills training (BST) packages have been successful in increasing change agents’ correct implementation of various procedures. The current study evaluated the effects of a brief BST package to train daycare teachers to implement incidental teaching procedures with toddlers. The brief BST consisted of a set of written instructions, a two-minute video model, rehearsal, and feedback during session. Results demonstrated that teachers increased their correct implementation of incidental teaching procedures following training. In addition, two of the three toddlers increased the frequency of signs to request attention.
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Phillips, Joanna Grace. "The Effects of a Brief In-service Course on Teacher's Skill in Building Cooperation in Three to Five Year Old Children." Thesis, University of Canterbury. Health Sciences, 2014. http://hdl.handle.net/10092/9585.
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Research has demonstrated that young children with problem behaviours are at risk of developing anti-social attitudes and behaviours that will follow them throughout their schooling and into their adult years. Effective intervention can alter this developmental trajectory. This needs to include the involvement of early childhood teachers because even
early childhood teachers report that children’s inappropriate behaviours are one of the major challenges they face in the classroom. However, many early childhood teachers are unaware of the evidence-based practices that have the potential to decrease problem behaviour. The aim of this study was to uncover the current behaviour management strategies used by teachers at a preschool and to examine the effects of training early childhood teachers in the effective use positive teaching strategies to increase appropriate behaviour and decrease inappropriate behaviour in three and a half to five year old children. A variety of methodologies were employed in this study including direct observations, use of the Canterbury Social Development Scale and reflective teacher questionnaires. The study found that teachers’ initial understandings of simple strategies such as contingent praise and attention were limited and that they would benefit from an in-service training programme. After implementing the training it was found that all teachers increased their ordinary and
descriptive praise statements and they increased in their contingent responses following requests. These changes were maintained above Baseline levels for all teachers. The number
of discouragements remained consistent across all phases. An increase in teacher praise was accompanied by an increase in appropriate child behaviour and a decrease in inappropriate
child behaviour. Though this study was successful in changing both teacher and child behaviour it also raised a number of important implications, including issues of the maintenance of behaviour change and the importance of feedback and the use of one-on-one coaching when conducting professional development in behaviour management at the
preschool level.
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Hayns, Alexandra Louise. "Mechanisms of mindfulness and the treatment of social anxiety: A randomized controlled trial of brief mindfulness training for socially anxious adults." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/8613.
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Bindreiff, Dustin. "A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3640.
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There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increased use of precorrection and praise, while concomitantly reducing their use of reprimands. Limitations and suggestions for future research are provided.
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Miesner, Michael T. "Mental Health Referral in Primary Care: Influence of a Screening Instrument and a Brief Educational Intervention." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2398.
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Although less than half of all patients with mental disorders seek mental health treatment per se, approximately 80% of all people will visit their primary care physician (PCPs) within a year (Strosahl, 1998). However, it is not well understood how to best handle patients presenting with mental health issues in primary care practices. The purpose of this project was to implement an intervention involving a screening measure for anxiety and mood disorders in a primary care setting to increase the volume of anxiety and mood disorder screening, to increase the accuracy of disorder detection, and to also enhance PCPs patterns of referral to mental health professionals (MHPs). Though starting with a quantitative design, difficulties encountered throughout the project eventually led to a largely qualitative analysis, which did yield useful information.
A pilot project demonstrated anxiety and mood disorders were commonly noted in patients’ medical charts (46%), but also found referrals were rarely made for mental health services (7%), despite colocation of a licensed psychologist and licensed clinical social worker within the practice. This indicated that services available to provide comprehensive integrated total health care may not be have been used to their full potential.
In the main project, 59 participants from a family medicine clinic and 20 PCPs from that clinic participated. The My Mood Monitor (M3) was administered to the patients and became part of their Electronic Medical Records (EMR). The M3 screens for anxiety, depression, and bipolar disorders within primary care settings. In 2 separate noon conferences, PCPs were trained on diagnostic criteria for anxiety disorders and mood disorders, interpretation of M3 results, and the internal Mental Health Professional referral process.
The project was hampered by a full-scale switch from paper-based medical records to an EMR and accompanying lack of user experience with EMR functions, lack of efficient transfer of M3 results into the EMR, and an unforeseen switch of psychologists mid-way through the study. However, results were obtained that showed relatively low levels of PCP review of M3 results, potentially high rates of anxiety disorders and mood disorders within the setting, relatively high levels of PCP knowledge of diagnostic criteria for anxiety and mood disorders, and that patients may not prefer a ‘warm handoff’ model of mental health referral. These findings are couched within a number of important caveats, but future directions for research were clearly implied.
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Rowden, Peter John. "Development and formative evaluation of a motorcycle rider training intervention to address risk taking." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64240/1/Peter_Rowden_Thesis.pdf.
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The need to address on-road motorcycle safety in Australia is important due to the disproportionately high percentage of riders and pillions killed and injured each year. One approach to preventing motorcycle-related injury is through training and education. However, motorcycle rider training lacks empirical support as an effective road safety countermeasure to reduce crash involvement. Previous reviews have highlighted that risk-taking is a contributing factor in many motorcycle crashes, rather than merely a lack of vehicle-control skills (Haworth & Mulvihill, 2005; Jonah, Dawson & Bragg, 1982; Watson et al, 1996). Hence, though the basic vehicle-handling skills and knowledge of road rules that are taught in most traditional motorcycle licence training programs may be seen as an essential condition of safe riding, they do not appear to be sufficient in terms of crash reduction. With this in mind there is considerable scope for the improvement of program focus and content for rider training and education. This program of research examined an existing traditional pre-licence motorcycle rider training program and formatively evaluated the addition of a new classroom-based module to address risky riding; the Three Steps to Safer Riding program. The pilot program was delivered in the real world context of the Q-Ride motorcycle licensing system in the state of Queensland, Australia. Three studies were conducted as part of the program of research: Study 1, a qualitative investigation of delivery practices and student learning needs in an existing rider training course; Study 2, an investigation of the extent to which an existing motorcycle rider training course addressed risky riding attitudes and motives; and Study 3, a formative evaluation of the new program.
A literature review as well as the investigation of learning needs for motorcyclists in Study 1 aimed to inform the initial planning and development of the Three Steps to Safer Riding program. Findings from Study 1 suggested that the training delivery protocols used by the industry partner training organisation were consistent with a learner-centred approach and largely met the learning needs of trainee riders. However, it also found that information from the course needs to be reinforced by on-road experiences for some riders once licensed and that personal meaning for training information was not fully gained until some riding experience had been obtained. While this research informed the planning and development of the new program, a project team of academics and industry experts were responsible for the formulation of the final program. Study 2 and Study 3 were conducted for the purpose of formative evaluation and program refinement.
Study 2 served primarily as a trial to test research protocols and data collection methods with the industry partner organisation and, importantly, also served to gather comparison data for the pilot program which was implemented with the same rider training organisation. Findings from Study 2 suggested that the existing training program of the partner organisation generally had a positive (albeit small) effect on safety in terms of influencing attitudes to risk taking, the propensity for thrill seeking, and intentions to engage in future risky riding. However, maintenance of these effects over time and the effects on riding behaviour remain unclear due to a low response rate upon follow-up 24 months after licensing.
Study 3 was a formative evaluation of the new pilot program to establish program effects and possible areas for improvement. Study 3a examined the short term effects of the intervention pilot on psychosocial factors underpinning risky riding compared to the effects of the standard traditional training program (examined in Study 2). It showed that the course which included the Three Steps to Safer Riding program elicited significantly greater positive attitude change towards road safety than the existing standard licensing course. This effect was found immediately following training, and mean scores for attitudes towards safety were also maintained at the 12 month follow-up. The pilot program also had an immediate effect on other key variables such as risky riding intentions and the propensity for thrill seeking, although not significantly greater than the traditional standard training. A low response rate at the 12 month follow-up unfortunately prevented any firm conclusions being drawn regarding the impact of the pilot program on self-reported risky riding once licensed.
Study 3a further showed that the use of intermediate outcomes such as self-reported attitudes and intentions for evaluation purposes provides insights into the mechanisms underpinning risky riding that can be changed by education and training. A multifaceted process evaluation conducted in Study 3b confirmed that the intervention pilot was largely delivered as designed, with course participants also rating most aspects of training delivery highly.
The complete program of research contributed to the overall body of knowledge relating to motorcycle rider training, with some potential implications for policy in the area of motorcycle rider licensing. A key finding of the research was that psychosocial influences on risky riding can be shaped by structured education that focuses on awareness raising at a personal level and provides strategies to manage future riding situations. However, the formative evaluation was mainly designed to identify areas of improvement for the Three Steps to Safer Riding program and found several areas of potential refinement to improve future efficacy of the program. This included aspects of program content, program delivery, resource development, and measurement tools. The planned future follow-up of program participants' official crash and traffic offence records over time may lend further support for the application of the program within licensing systems. The findings reported in this thesis offer an initial indication that the Three Steps to Safer Riding is a useful resource to accompany skills-based training programs.
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Keurhorst, Myrna N., Peter Anderson, Fredrik Spak, Preben Bendtsen, Lidia Segura, Joan Colom, Jillian Reynolds, et al. "Implementing training and support, financial reimbursement, and referral to an internet-based brief advice program to improve the early identification of hazardous and harmful alcohol consumption in primary care (ODHIN) : study protocol for a cluster randomized factorial trial." Linköpings universitet, Socialmedicin och folkhälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93870.
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Background The European level of alcohol consumption, and the subsequent burden of disease, is high compared to the rest of the world. While screening and brief interventions in primary healthcare are cost-effective, in most countries they have hardly been implemented in routine primary healthcare. In this study, we aim to examine the effectiveness and efficiency of three implementation interventions that have been chosen to address key barriers for improvement: training and support to address lack of knowledge and motivation in healthcare providers; financial reimbursement to compensate the time investment; and internet-based counselling to reduce workload for primary care providers. Methods/design In a cluster randomized factorial trial, data from Catalan, English, Netherlands, Polish, and Swedish primary healthcare units will be collected on screening and brief advice rates for hazardous and harmful alcohol consumption. The three implementation strategies will be provided separately and in combination in a total of seven intervention groups and compared with a treatment as usual control group. Screening and brief intervention activities will be measured at baseline, during 12 weeks and after six months. Process measures include health professionals’ role security and therapeutic commitment of the participating providers (SAAPPQ questionnaire). A total of 120 primary healthcare units will be included, equally distributed over the five countries. Both intention to treat and per protocol analyses are planned to determine intervention effectiveness, using random coefficient regression modelling. Discussion Effective interventions to implement screening and brief interventions for hazardous alcohol use are urgently required. This international multi-centre trial will provide evidence to guide decision makers.Funding Agencies|European Communitys Seventh Framework Program|259268|The Netherlands Organisation for Health Research and Development (ZonMW)|200310017|FP7 EC Grant||
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May, Brandon. "ACCEPTANCE AND COMMITMENT TRAINING (ACT) AND BEHAVIORAL ECONOMICS: EFFECTS OF A BRIEF ACT EXERCISE ON DELAY DISCOUNTING AND DEMAND IN ATHLETES AND NON-ATHLETES." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1878.
Full textAbstract:
Acceptance and Commitment Training (ACT) is a psychological intervention that combines acceptance and mindfulness approaches with behavior change strategies to increase psychological flexibility, defined as present moment awareness despite unpleasant private events, and behaving based on personal values. Obesity is a socially significant problem effecting duration and quality of life. Quantifying differences between high and low exercise groups and evaluating interventions that affect exercise value represent an avenue to understand obesity and change behavior. This study assessed the effects of a brief ACT exercise on the demand for general and sport-specific exercise and delay discounting rates of four commodities (i.e., money, food, general exercise, and sport-specific exercise) in Division I athletes (n=78) and non-athletes (n=78) from the same university. Statistically significant main effects for general exercise were observed between athletes compared to non-athletes for intensity, elasticity, and breakpoint. Differences in demand for sport-specific exercise between athletes and non-athletes were observed across all behavioral economic indices. The ACT intervention did not alter the demand for general or sport-specific exercise. General and sport-specific exercise were valued similarly between individual participants in each group. In the delay discounting task, ACT significantly decreased degree of discounting of all four commodities (increased the area under the curve) in both athletes and non-athletes. No differences were observed between athletes and non-athletes for any of the four commodities, indicating that athletes and non-athletes discounted these commodities similarly. Results from the demand task provide initial support for the extension of hypothetical purchase tasks to exercise behavior. which would offer a standardized method to quantify exercise value efficiently. Results from the discounting task provide initial evidence indicating that ACT may be effective in reducing discounting rates across commodities. Given that steep discounting rates are considered to play an important causal role in maladaptive behaviors related to obesity, evidence of a therapeutic intervention with the potential to produce longer-lasting change in decision-making is encouraging.
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Lopes, Jane Moraes. "Crenças e expectativas sobre uso de álcool: avaliação do efeito do treinamento em intervenções breves." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/17/17148/tde-19082009-124511/.
Full textAbstract:
INTRODUÇÃO: As Estratégias de Diagnóstico e Intervenções Breves (EDIB) propostas pela Organização Mundial de Saúde são consideradas efetivas para o diagnóstico e prevenção dos agravos decorrentes do uso do álcool. Atitudes, crenças e expectativas dos profissionais de saúde em relação ao uso de álcool influenciam o efeito destas novas propostas. OBJETIVO: Este trabalho propõe a avaliação do efeito do treinamento em EDIB sobre as crenças e expectativas a respeito do uso de álcool. MÉTODOS: O estudo é do tipo observacional, transversal, comparativo, sobre uma amostra de 88 profissionais da atenção primária à saúde, provenientes de Ribeirão Preto e região, que concordaram em participar da pesquisa conforme os procedimentos éticos recomendados, treinados pelo Programa de Ações Integradas para Prevenção e Atenção ao Uso de Álcool e Drogas na Comunidade (PAIPAD) no período de 2003 a 2006. Os dados foram coletados através de questionários individuais aplicados antes do treinamento e no período de 4 a 6 meses depois. Os questionários incluíram um formulário sócio-demográfico, o Teste de Conhecimento sobre álcool e Intervenções Breves (IB), o Inventário de Expectativas e Crenças Pessoais acerca do Álcool (IECPA) e um formulário de estimativas sobre o uso do AUDIT (Alcohol Use Disorder Identification Test) e das IB. A amostra foi caracterizada quanto à prática e preparação profissional na atenção primária, papel, atitudes e crenças dos profissionais em relação aos problemas relacionados ao uso de álcool ou outras drogas pelos seus pacientes. RESULTADOS: No Teste de Conhecimento sobre álcool e Intervenções Breves, a pontuação média foi maior após o treinamento, passando de 4,1 para 5,57(Wilcoxon Test: z= -4,936; p 0,001). Os resultados médios do IECPA passaram de 93,45 pontos na fase pré para 78,74 pontos na fase pós-treinamento (Wilcoxon, z=-4,138; p 0,001). Através do teste de Spearman observou-se tendência à correlação positiva entre a aquisição de conhecimento e as variações no IECPA (p=0,095); o nível de conhecimento pré-treinamento e as estimativas de realização de EDIB(p=0,082); as estimativas de aplicação de AUDITS e o intervalo de tempo(p=0,009). As variações do IECPA se correlacionaram positivamente com as expectativas de aplicação de EDIB (Nonparametric Chi-Square: p=0,053). No Teste de Conhecimento, o nível médio (incompleto e completo) apresentou menor nível de aproveitamento que os outros níveis de escolaridade. As maiores variações no IECPA foram observadas entre os profissionais de nível de escolaridade superior (incompleto e completo). Os profissionais com ocupações de nível superior apresentaram maiores variações positivas quanto ao conhecimento que os de nível técnico, e maior redução na pontuação do IECPA. CONCLUSÕES: A estratégia de formação oferecida pelo PAIPAD foi efetiva, promovendo mudanças nas crenças e expectativas da equipe sobre uso de álcool, interferindo positivamente na conduta preventiva dos profissionais treinados junto aos pacientes.BACKGROUND: The Strategies of Screening, Brief Intervention and Referral to Treatment (SBIRT) proposed by World Health Organization (WHO) are considered effective to perform the diagnosis and the prevention of damage caused by alcohol. Attitudes, beliefs and expectations of health professionals in relation to alcohol use have influence over the effect of these new proposals. OBJECTIVE: This study aimed at evaluating the effect of training in SBIRTs on the beliefs and expectations of professionals about the alcohol use. METHODS: The study is observational, cross-sectional and comparative, with a sample of 88 professionals of primary care, from Ribeirão Preto and region, who agreed to participate following ethical procedures, trained by Program of Integrated Action for Prevention and Attention to Alcohol and Drug Use in the Community (PAIPAD), in period from 2003 to 2006. Data were collected through individual questionnaires applied before the training and in the period from 4 to 6 months later. The questionnaires included a socio-demographic inventory, the Test of Knowledge about alcohol and brief interventions (IB), the Inventory of Positive Expectations and Beliefs about Alcohol (IECPA) and an inventory of estimates on the use of the AUDIT (Alcohol Use Disorder Identification Test) and brief interventions. The sample was characterized in relation to the practice and professional preparation in primary care, the professional role in primary care and attitudes and beliefs of professionals about problems related to alcohol or other drugs for their patients. RESULTS: In the Test of Knowledge about alcohol and brief interventions, the average score was higher after the training, increasing from 4.1 to 5.57 (Wilcoxon test: z =- 4.936, p0001). The IECPA average changed from 93.45 points to 78.74 points after intervention, in the post-training (Wilcoxon, z =- 4.138, p0001). A trend toward positive correlation between the acquisition of knowledge and changes in IECPA (p = 0,095) was found (Spearman test), as well the level of pre-training knowledge and estimates of conducting SBIRTs (p = 0,082), estimates of implementing AUDIT and the time (p = 0,009). In the Test of Knowledge, the intermediate level of schooling (complete and incomplete) showed lower score than the others. Variations of IECPA correlated positively with the expectations of applying SBIRTs (Nonparametric Chi-Square: p = 0,053). The highest changes in IECPA were seen among higher level professionals (complete and incomplete). The professionals of higher-level occupations showed bigger positive changes in knowledge than workers of technical level and higher reduction in scores of IECPA. CONCLUSIONS: The strategy of training offered by PAIPAD was effective, promoting changes in beliefs and expectations of the team about alcohol use, interfering positively in the preventive attitudes of trained professionals with the patients.
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Dogan, Seyla. "Investigating the effectiveness of Acceptance and Commitment skills training for people with moderate public speaking anxiety via a randomised controlled trial of group versus self-help format." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/620461.
Full textAbstract:
Public speaking anxiety (PSA), widespread amongst students and also the general population, is associated with substantial distress and interferes with a person’s ability to give a presentation or speech. This can lead to difficulties in social, occupational and academic areas of functioning. Despite its pervasiveness, very few individuals will seek help, most will tend to avoid the anxiety-provoking situations. This can be a serious issue if left untreated, leading to negative impacts on quality of life, for example dropping out of education early and subsequently having limited job opportunities. The literature review explored the existing body of work regarding PSA and presented the rationale for the current research, beginning with a conceptual framework and the manner in which PSA is related to Social Anxiety Disorder (SAD). This was followed by a detailed investigation of existing influential models and treatment modalities for both PSA and SAD. It identified that CBT has been the most effective treatment and has been delivered via different formats; however some individuals with SAD/PSA did not respond to a mainstream CBT approach and continued presenting residual symptoms after therapy. Thus, Acceptance and Commitment Therapy (ACT) was introduced, with an examination of its model and potential to help PSA. Preliminary research employing acceptance-based strategies have provided promising results. The literature review indicated a need for investigation of (i) more readily disseminated, briefer formats of ACT and (ii) whether differences exist in efficacy and sustainability between non-guided self-help and group-led therapies format. Given the large number of individuals experience PSA/SAD and the limited availability of resources, there is a need to consider ways of improving access. Thus, development of ultra-brief interventions would potentially reduce delivery cost and enhance dissemination to a larger population. Keywords: public speaking anxiety, social anxiety, interventions, experiential avoidance, fear of negative evaluation, acceptance.
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Sabey, Christian V. "The Effects of Brief, Localized, Intensive, Social Skills (BLISS) Training on Social outcomes for Students With Autism Spectrum Disorder in Inclusive School Settings: Form and Function." DigitalCommons@USU, 2015. http://digitalcommons.usu.edu/etd/4596.
Full textAbstract:
The number of students with autism spectrum disorder is on the rise and more of these students are being served in general education settings. As a result, more school personnel need to be prepared to support students with autism spectrum disorder. Most students with autism spectrum disorder require social supports to function effectively in a general education setting. Previous research indicates that there is a need for efficient social skills interventions implemented by existing school personnel. This study examined the effect of a brief, localized, intensive, social skills training intervention on the social interactions of students with autism spectrum disorder in an in inclusive school setting. The results indicate that this intervention produced meaningful increases in participants’ appropriate social vocalizations and social engagement. We discuss the implications of these results for current practice and future research.