Dissertations / Theses on the topic 'Facilitation therapy'
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Barber, Paul Graham. "The facilitation of personal and professional growth through experiential groupwork and therapeutic community practice." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/687/.
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Bosch, Julie. "Occupational therapists' facilitation of collaboration with aphasic clients in order to encourage the clients' autonomy in relevant occupational engagement." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/2968.
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Regelski, Chyrsten. "Kinesio Tape has a positive effect on facilitation of the tibialis posterior muscle during walking gait." Marietta College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1367091777.
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Martinsson, Louise. "Facilitation of recovery after ischaemic stroke : early dexamphetamine and physiotherapy treatment /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-668-5.
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Schmulian, Dunay Liezel. "The development of a universal speech facilitation program as an extension of the speech motor learning program and its application in an experimental alternating treatment study." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07172006-130724.
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Wong, Chit Yu. "How can a music therapy student facilitate contributions by adolescent clients who have psychiatric disorders in group music therapy? : a thesis presented in partial fulfillment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1093.
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This study explored ways in which a music therapy student could modify and improve her own clinical practice in order to facilitate client contribution in group music therapy in an acute adolescent inpatient unit. Through cycles of observation, evaluation, planning, and action, the music therapy student was able to examine her facilitation techniques in detail and modified them accordingly. There were six fortnightly cycles and in each cycle, the research journal, research notes, and video-recording were systematically reviewed by the music therapy student herself, and themes were drawn out to contribute to the planning of the next cycle. The results suggested that while direct questions predominated at the start of study, the music therapy student was able to adopt a variety of other techniques by the end of the research period, including self-disclosure, appropriate eye contact, and the shifting of responsibility. The music therapy student also found that her own anxiety level, which was often caused by periods of silence in music groups, also had an important impact on her ability to facilitate. The discussion addressed other factors that are believed to have contributed to the student?s ability to facilitate in group music therapy.
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McClure, Patricia Anne. "The supervisory process and the facilitation of occupational therapy student learning during practice education : a case study of student and practitioner involvement in assessment of practice." Thesis, University of Ulster, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554262.
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This thesis investigated the supervisory process between occupational therapy students and practice educators during practice placements. It explored the strategies and techniques used by both students and practitioners to facilitate students' learning and to develop their ability to reflect on practice. Few studies have investigated this topic specifically in relation to occupational therapy students, revealing a gap in relation to the reality of what actually occurs during supervision sessions. The researcher argued that observation of supervision sessions should provide accurate, detailed accounts of the content, structure and format of the sessions with clear analysis of the techniques/strategies being adopted. A case study approach was used to enable the researcher to gain a unique insight into the real life supervisory relationships between occupational therapy students and their practice educators, involving a number of methods of data collection: focus groups, questionnaires, observations and audio- recordings of 20 supervision sessions. The major themes to emerge from the focus groups and questionnaires showed the importance of effective interpersonal skills in fostering a partnership approach that encouraged students to take responsibility for their own learning. Interpretive analysis of the audio-recordings identified various techniques used by practice educators such as probing questions, sharing accounts of their own reflections, and giving constructive feedback. However, the findings also revealed areas for improvement. Although each practice educator had their own style of supervision and all endeavoured to assist their student with their professional and personal development, they did so with varying degrees of effectiveness. Examples of good practice were demonstrated in relation to the effective supervision of students on placement, but it was shown that the preparation of students and practice educators could be enhanced and further strengthened to ensure that both parties fully appreciate the purpose and benefits of effective supervision and their roles within that process. IX Abbreviations ACE AHP APPLE COT CPD DHSS PS HEFCE HEI HPC IPE UK WFOT Accreditation of Clinical Educators Allied Health Professions Accreditation of Practice Placement Educators College of Occupational Therapists Continuous Professional Development Department of Health and Social Services and Public Safety Higher Education Funding Council Higher Education Institutions Health Professions Council Inter-Professional Education United Kingdom World Federation of Occupational Therapists.
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Morales, Monica R. "Defining Community-Based Art Therapy: How Art Therapy in School Settings is Facilitating Community-Based Art Therapy." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/497.
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This research explores the overlap between community-based art therapy and school-based art therapy through the surveyed experiences of art therapists working in school settings, and informed by community-based art therapy components and characteristics identified in A Model for Art Therapists in Community Practice by Dylan Ottemiller and Yasmine Awais. A literature review focused on five components and characteristics identified within the community-based art therapy literature, and informed the review of school-based art therapy literature based on the community-based art therapy themes. A qualitative survey approach was utilized through the distribution and data analysis of an electronic survey and findings were enriched by the researcher’s participation in the development and implementation of a brief community-based art therapy program providing an art therapy experience to families receiving services at a domestic violence intervention center. Analysis of the data revealed three major themes and specific areas where school-based practice is facilitating community-based art therapy (CBAT) components and characteristics. The findings discuss which CBAT components and characteristics are and are not being facilitated within school-based practice, and in conclusion the research offers ways school-based art therapy programs may offer opportunities for community-based practice.
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Gilbertson, Barbara Carol Hooper. "Facilitating occupational therapy student learning to enhance cross-cultural effectiveness." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12396.
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Thesis (O.T.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Developing cultural awareness and effectiveness is critical to meaningful and successful occupational therapy practice and of concern to occupational therapists worldwide (World Federation of Occupational Therapists, 2010). Occupational therapy graduates, not fully representative of the demographics of the populations they will meet clinically, must be able to work effectively with individuals and systems and acquire the ability to understand the interconnectedness of culture and its influence on socioeconomics, health, wellness, specific diagnostic conditions and health disparities (Black & Wells, 2007). This doctoral project argues that the term cultural effectiveness communicates a more collaborative process and realistic outcome than the term cultural competence. Based on a review of theories and effective approaches for teaching and learning about cultural effectiveness this doctoral project includes a review of the St. Catherine University Occupational Science and Occupational Therapy Masters of Arts in Occupational Therapy curriculum. Suggestions are recommended for content and outcome measures to enhance occupational therapy students' reflective, client-centered, culturally effective practice.
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Stehn, Molly. "Dialectical Behavior Therapy Skills Group as Facilitator of Relational Growth." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397477538.
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Bird, Mark Hilton. "Sexual Addiction and MFT: Therapists' Perspectives on Facilitating Individual and Relationship Healing." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27386.
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In recent decades there has been an increase in literature regarding sexual addiction as well as a growing number of clients presenting in therapy with problems related to their sexual behaviors (including internet sexual addiction). More recently, the impact of sexual addiction on couples has been noted, but little is known regarding how couples can be assisted in the recovery process. In this qualitative study, I explored in depth the critical change processes in couple therapy for sexual addiction from the therapistâ s perspective, including the therapistâ s role in that process. The findings suggest that couple recovery from sexual addiction includes (a) individual responsibility in recovery (which includes themes of trauma, family-of-origin, emotional reactivity, depersonalizing, and utilizing other resources), (b) couple recovery (which includes the themes of family-of-origin, communication, empathy, intimacy, trust, and sexual intimacy), (c) balancing individual recovery with couple recovery in the process of healing (which includes the themes of education, accountability, and couple perspective) and (d) distinguishing affairs from sexual addiction. I discuss the implications of study findings, offering a sequential outline of the process of therapy with couples who are struggling to recover from sexual addiction, including therapist interventions that may assist in that process. Limitations to the study and implications for future research in sexual addiction generally and MFT specifically are presented.Ph. D.
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Brisbois, Blake. "The Lived Experience of Facilitating the Violet Oaklander Model of Psychotherapy for Children and Adolescents." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1467798020.
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Griffin, Alyson. "Solution Focused Practitioners' experiences of facilitating post traumatic growth during brief therapy." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/595016.
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It is understood that trauma is something that can affect people in life. Trauma is a term that is readily used to acknowledge the experience of someone exposed to an adverse life event. There are various psychological therapies that help individuals to overcome trauma experiences. The unique contribution of this study is that little is known about the way in which Solution Focussed Brief Therapy (SFBT) can help clients coming to terms with such an experience, because it can help to facilitate post traumatic growth. SFBT is strengths based and is part of the positive psychology movement, where there is more of an emphasis on client resilience, rather than alleviating distress. SFBT offers a different way of working to the approaches already being utilised in this field. The current study aimed to provide insight into the experiences of Solution Focused Practitioners facilitating post traumatic growth during brief therapy, using qualitative methods. The study explored the experiences of a homogenous sample of six Solution Focused Practitioners; all had worked with trauma and were using SFBT in their working practice. Responses to questions asked during semi structured interviews were framed by the setting in which the practitioners worked, because they all operated from a centre known to the researcher. However, despite the potential influence of the setting, the researcher gained honest insight into the application of SFBT to trauma. Semi structured interviews were conducted and the interviews were transcribed. Verbatim transcripts were analysed using Interpretative Phenomenological Analysis (IPA) and from this four main themes were found: (i) Who am I? – Becoming Solution Focused; (ii) A problem world where trauma exists; (iii) A positive cocoon where growth can occur; (iv) The longevity of the approach – a big fish in a small pond. Further exploration of these themes along with their subthemes is included in the paper. Research literature relevant to this study is discussed and implications for further research and practice are also taken into consideration.
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Wildermuth, Elizabeth. "Conversational coaching| Facilitating communication between individuals with aphasia and their spouses/caregivers." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076455.
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The purpose of this study was to evaluate the effects of a social participation based aphasia treatment called conversational coaching. Conversational coaching involves teaching individuals with aphasia and their communication partners (e.g., spouses/caregivers) strategies to facilitate more efficient and meaningful conversation. Two dyads participated in a multiple baseline experimental design across subjects. During baseline sessions, the individual with aphasia watched a videotaped story and then attempted to communicate the story’s content to his/her spouse. During treatment sessions, the same general procedure was used, but the investigator coached both participants in the use of selected communicative strategies to facilitate transmission of information and improve the quality of their conversations. The primary dependent variable was the percentage of main concepts successfully co-constructed during conversations. In addition, social outcome measures were used to evaluate the treatment’s impact on communicative confidence and quality of life. Positive outcomes were obtained for both dyads
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Williams, Neville Farley. "Facilitating Self-As-Context: A Treatment Component Study." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/74405.
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A crucial step in assessing the scientific basis of a psychotherapeutic intervention is examining the individual components of the treatment to determine if they are additive or important to treatment outcomes. The construct of self-as-context (S-A-C), a central process in the acceptance and commitment therapy (ACT) approach, has not yet been studied in a component analysis. A previous dismantling trial, however, has shown this process has an additive effect as part of an ACT package (Williams, 2006). The current study is a preliminary trial of feasibility and efficacy to determine a) the practicality of assessing S-A-C in isolation in a laboratory setting, and b) the impact of manipulating S-A-C on theoretically related variables, including theorized mechanisms of change in various clinical approaches. 68 participants (55 female, 13 male) were randomly assigned to receive either a brief S-A-C intervention employing a common therapeutic metaphor (the chessboard metaphor), or the control condition, which involved discussing a mildly positive topic with the researcher. Results from the main analyses showed that there was no group-by-time interaction on measures to assess immediate impact on the construct, previously validated therapeutic mediation measures, or symptom measures. Several possible explanations for the failure to identify significant findings are discussed, including limitations of construct measurement. When analyses were repeated using only those participants whose scores were in the mild range or higher for stress, anxiety, or depression, time by condition interactions were significant for stress and approached significance for depression, with participants in the S-A-C group doing better than those in the control group, offering tentative support for the utility of this process among individuals with clinical difficulties. Implications for future studies are reported.Ph. D.
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Pfeifer, Lexie Y. "Facilitative Implicit Rules and Adolescent Emotional Regulation." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4415.
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Research has linked emotional regulation to the adaptive functioning of adolescents. Further research suggests that family processes, which include implicit rules, impact children's emotional regulation. The current study examined the impact of implicit rules that are facilitative of family connectedness on development of adolescents' emotional regulation. Data came from the Flourishing Families Project (FFP), a seven-year longitudinal study measuring family processes that impact adolescent development. The sample was collected in the northwestern United States and consisted of 500 families with a target child between the ages of 10 and 14 years. Participants filled out self-report measures on implicit family rules and emotional regulation. Data was organized in a cohort sequential design and analyzed using latent variable growth curve modeling. Results indicated that there was no statistically significant growth in emotional regulation across the adolescent years. Results further indicated that initial status of facilitative rules did not have a statistically significant effect on growth in emotional regulation. Finally, growth in facilitative rules was found to have a statistically significant impact on growth in emotional regulation. Clinical implications for work with adolescents and families are discussed.
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Jamerson, Jeffrey L. "Expressive remix therapy| Facilitating narrative mash-ups through the use of digital media art." Thesis, California Institute of Integral Studies, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183267.
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This dissertation explains and highlights a scholar-artist-practitioner research model that blends existing theories rooted in social constructionist, narrative, and creative arts therapies with cutting edge digital art practices that better serve the needs of transition age youth (TAY) within the foster care system. This dissertation is an accumulation of work that traverses the fields of child welfare, mental health, and digital media learning. Two research questions are answered in this dissertation (a) What does a digital artistic intervention look like? and (b) How can digital media art be used in therapeutic group sessions with TAY?
This dissertation draws on my background in behavioral health with youth, work as a videographer and my experience in the realm of hip-hop culture as a disc jockey (DJ). Throughout this dissertation an emphasis is placed on the idea and application of remixing. DJs use remixing as a technique of expression, taking existing songs and mixing them up (blending, cutting, fading, and scratching) to create something new and powerful in return. This dissertation uses the word remix as a metaphor for therapeutic techniques that play with the idea of narrative transformation.
In particular, I demonstrate how to use iPad applications and a process called digital storytelling (mixing audio and video formats) for the purpose of evoking a client’s personal story construction and story transformation through a remix process. Two underlying themes comprise the framework of this dissertation: (a) the construction of narratives and (b) the remix (or creative transformation) of narratives using various forms of digital media.
The literature review discusses the disciplines of art therapy, expressive arts therapy, narrative therapy, and digital media art and digital art therapy. I also discuss a portion of the foster care system called TAY, and finally I discuss how personal stories and belief systems are subjectively created but more importantly remixed or recreated using the strategies highlighted in this study. The methodology of this dissertation is broken down into three sections: a pilot study, a case study, and a vignette, which display how digital media art is used as a therapeutic intervention.
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Hilpl, Kimberly A. "Facilitating Healthy Parenting Attitudes Among Adolescents Using Filial Therapy in a High School Curriculum." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2894/.
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This study was designed to investigate the effectiveness of a filial therapy training model with high school students enrolled in a Peer Assistance Leadership (PAL) program. Specifically, this study was designed to determine the effectiveness of filial therapy in: (1) increasing observed empathic behavior with children, (2) increasing acceptance toward children, (3) increasing the ability to allow children self-direction, and (4) increasing the level of involvement with children. Additionally, this study was designed to determine the effectiveness of filial therapy in facilitating healthy parenting attitudes of nonparenting adolescents. A research question was presented to determine if a relationship exists between empathy, acceptance, involvement and allowing children self-direction and other factors considered to be healthy parenting attitudes. An Analysis of Covariance on post-test scores revealed significant findings in the high school students ability to demonstrate empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the Measurement of Empathy in Adult-Child Interactions (MEACI). An Analysis of Covariance on post-test scores revealed no significant changes in parenting attitudes as measured by Adult- Adolescent Parenting Inventory (AAPI-2). A Bivariate Correlation revealed a statistically significant correlation between the Empathy, Acceptance, Allowing the Child Self-Direction and Involvement scales on the Measurement of Empathy in Adult-Child Interactions (MEACI) and the Oppressing Children's Power and Independence scale on the Adult-Adolescent Parenting Inventory (AAPI-2). This study supports the use of filial therapy as an effective training model for increasing high school students' empathic behavior with children. Filial therapy training offers significant possibilities for future use in high school curricula to facilitate the development of healthy parenting attitudes and interactions between future parents and children.
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Tice, Amy. "Reimagining Ourselves at Madison (ROAM) : an innovative adventure-based peer counseling program for university students demonstrating high risk alcohol-related behaviors /." Full-text of dissertation on the Internet (2.13 MB), 2009. http://www.lib.jmu.edu/general/etd/2009/Masters/Tice_Amy/ticeal_masters_11-13-2009.pdf.
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Simblett, Sara Katherine. "Facilitating and measuring psychological adjustment following acquired brain injury." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648800.
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Abolfathi, Peter Puya. "Development of an Instrumented and Powered Exoskeleton for the Rehabilitation of the Hand." University of Sydney, 2008. http://hdl.handle.net/2123/3690.
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Doctor of Philosophy (PhD)With improvements in actuation technology and sensory systems, it is becoming increasingly feasible to create powered exoskeletal garments that can assist with the movement of human limbs. This class of robotics referred to as human-machine interfaces will one day be used for the rehabilitation of paralysed, damaged or weak upper and lower extremities. The focus of this project was the development of an exoskeletal interface for the rehabilitation of the hands. A novel sensor was designed for use in such a device. The sensor uses simple optical mechanisms centred on a spring to measure force and position simultaneously. In addition, the sensor introduces an elastic element between the actuator and its corresponding hand joint. This will allow series elastic actuation (SEA) to improve control and safely of the system. The Hand Rehabilitation Device requires multiple actuators. To stay within volume and weight constraints, it is therefore imperative to reduce the size, mass and efficiency of each actuator without losing power. A method was devised that allows small efficient actuating subunits to work together and produce a combined collective output. This work summation method was successfully implemented with Shape Memory Alloy (SMA) based actuators. The actuation, sensory, control system and human-machine interface concepts proposed were evaluated together using a single-joint electromechanical harness. This experimental setup was used with volunteer subjects to assess the potentials of a full-hand device to be used for therapy, assessment and function of the hand. The Rehabilitation Glove aims to bring significant new benefits for improving hand function, an important aspect of human independence. Furthermore, the developments in this project may one day be used for other parts of the body helping bring human-machine interface technology into the fields of rehabilitation and therapy.
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Boshoff, Jacobie. "Towards facilitating change in occupational therapy managers' perceptions of early intervention service delivery in South Australia." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07082008-161801.
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Agyeman-Yeboah, Joana. "A best-practice guideline for facilitating adherence to anti-retroviral therapy for persons attending public hospitals in Ghana." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13603.
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The retention of persons on an HIV programme has been a global challenge. The success of any strategy to optimize adherence to anti-retroviral therapy (ART) depends on the intensive and effective adherence counselling and strategies. It is important to research whether persons receiving anti-retroviral therapy in public hospitals in Ghana are receiving the needed service that would optimize their adherence to the anti-retroviral therapy. Therefore, this study explored and described the experiences of healthcare professionals providing care, support and guidance to persons on ART at public hospitals in Ghana, as well as the best-practice guideline that could contribute to facilitating the ART adherence of patients. This study also explored and described the experiences of persons living with Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) on ART, regarding their adherence to the therapy. The study was organized into three phases. In Phase One: a qualitative, exploratory, descriptive and contextual design was employed. The research population included healthcare professionals, providing services at the HIV clinic at the public hospitals in Ghana, namely the Korle-Bu Teaching Hospital; the 37 Military Hospital and the Ridge Hospital. The healthcare professionals comprised of doctors, nurses, pharmacists and trained counsellors employed in any of the three public hospitals. Persons receiving ART at any of the three public hospitals were also part of the research population. Semi-structured interviews were conducted with healthcare professionals and persons receiving ART. Data were collected from healthcare professionals in relation to their experiences regarding the provision of ART services, their understanding of evidence-based practice and best-practice guidelines, as well as data on the experiences of persons receiving ART in relation to their adherence to the therapy. The data were analysed using Creswell’s six steps of data analysis; and the coding of the data was done according to Tesch’s eight steps of coding. Trustworthiness was ensured by using Lincoln and Guba’s framework which comprised credibility, transferability, dependability, confirmability and authenticity. Ethical principles such as beneficence and non-maleficence, respect for human dignity, justice, veracity, privacy and confidentiality were considered in the study. In phase two, the literature was searched by using an integrative literature review approach and critically appraising the methodological quality of the guidelines in order to identify the best available evidence related to adherence to ART. In Phase Three, a best-practice guideline for facilitating adherence to ART was developed for public hospitals in Ghana based on the findings of the empirical research of Phase One and the integrative literature review in Phase Two. The guideline was submitted to an expert panel for review; and it was modified, according to the recommendations of the panel.
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Reece, Benjamin K. "Facilitating collaborative supervision in a university speech-language pathology clinic." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3667.
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Clinical education is a key element of graduate school training in the field of speech-language pathology. Graduate students are required to obtain 375 supervised clinical practice hours in order to earn their provisional license and begin their career. Supervision of clinical hours is most often provided by experienced speech-language pathologists with minimal, if any, training in effective supervision practices.
Within the field of speech-language pathology, Anderson’s Continuum of Supervision (Anderson, 1988) is the most widely accepted model and provides a structure and sequence for supervisors to follow in order to facilitate the clinical development of their student clinician. Anderson’s model suggests that the collaborative supervision style should be used to transition student clinicians from directive supervision (where they are reliant on the supervisor for direction) to self-supervision, which represents independence. Despite this, and because of a lack of evidenced-based methods and a lack of training opportunities, many supervisors have difficulty implementing the collaborative supervision style. This study examines the effectiveness of an external tool, the Clinician’s Hierarchy for Advancing Treatment (CHAT) (Duthie, 2008), in helping supervisors to implement the collaborative supervision style.
This is an exploratory quantitative, quasi-experimental non-equivalent groups study. Students and supervisors were surveyed about their perceptions of the supervisory process following their participation in a semester-long clinical practicum in a university speech-language pathology clinic. Prior to working with a second cohort of students, the supervisor group was trained on the CHAT. This method features a chart which objectively defines levels of client performance and corresponding levels of clinical supports needed for the client to advance in treatment. Supervisors were trained to use this tool to guide student clinicians in the clinical decision-making processes. Implementation of the CHAT occurred across the following semester in the same university clinic with a new group of student clinicians. Supervisors and students were again surveyed at the end of the semester on their experience of the supervisory process to determine if the perception of collaborative supervision had increased with the implementation of the CHAT.
The Supervisory Relationship Measure (Pearce et al., 2013) and the Supervisory Relationship Questionnaire (Palomo et al., 2010) were used to survey the student clinicians and supervisors, respectively. Independent-samples, one-tailed t-tests were conducted to determine if there was a significant increase in the perception of collaborative supervision. These analyses were conducted using the Safe Base Subscale score from the surveys, of which items focus on the interactions and relationship between the supervisor and the student clinician as they relate to collaboration. Analysis resulted in insufficient evidence to suggest an increase in the perception of collaborative supervision from the first semester (without CHAT) to the second semester when CHAT was implemented. Additional analyses were also conducted on items that were considered particularly salient to collaborative supervision. Results of item-level analyses were marginally significant for two items from the supervisor surveys, both of which queried the supervisor’s perception of the student’s level of openness and honesty in supervisory conferences.
These findings suggest that using an external tool such as the CHAT, may result in student clinicians being more open and honest about their experience of the clinical process in the supervisory conference. It is argued that the objectivity of the external tool prompts more objective conversation between the supervisor and student clinician. The increase in objective conversation, in turn, decreases the judgment and evaluation that students often associate with supervision, thereby creating a safer environment in which to voice their honest reflections.
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Belvin, Dena L. "Facilitating Retrieval of Sound Recordings for Use By Professionals Treating Children with Asperger's Syndrome." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/432.
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Since the 1970s, music librarians have been discussing the challenges of cataloging music media. In the 1990s, they began work on a Music Thesaurus to provide a multi-faceted approach to indexing, cataloging, and retrieving music media. In 1999 Indiana University proposed a digital music library, to allow for better indexing and retrieval in addition to content-based music retrieval. In 2000, a commercial venture, The Music Genome Project ©, began cataloging sound recordings of popular music by hundreds of musical characteristics and has created a user interface that allows listeners to enter the title and artist of a certain piece of music and receive recommendations for similar music to then purchase via Pandora.com. The following paper will address the question: how might current analyzing and classifying methods be used to provide additional indexing that facilitates retrieval and use of sound recordings by special populations, specifically professionals treating children with Asperger’s syndrome?
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Ross, Celia Mary. "Facilitating Environmental Enrichment in Senior Care Activities with Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3203.
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There is little known about the current state of professional development and continuing education practices for empowering activity professionals to better enhance environmental enrichment in long term care. The purpose of this qualitative study was to explore the activity professional's perceived role and best strategies for professional development to enrich the long-term care environment. The study used social cognitive theory as its theoretical framework to develop research questions focused on the views of activity professionals concerning professional development and continuing education to support care for long-term care residents. Using a narrative approach, 9 activity professionals were recruited through networking at the 2015 NAAP Education Summit in Kentucky, LinkedIn, and snowball sampling. Eligible participants who provided informed consent were interviewed by phone from August 2015 to February 2016. Data were analyzed using both hand coding and NVivo 10.0 software. Results showed the value of relevant certifications and the importance of training in a range of topics, especially dementia care. Connection to others and the environment emerged as key themes. This study is significant because it explores professional development in the long-term care environment, which can facilitate positive social change to provide the elderly, especially those in cognitive decline, with a comforting environment for special needs. This study contributes to the knowledgebase to inform the development of educational and training opportunities for activities professionals, especially those caring for individuals with severe / end-stage dementia.
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Jaeger, Jessica. "Experts in play : the development and use of play-based evaluation methods in facilitating children's views of non-directive play therapy." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/858/.
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Aims: This study investigates the use of play-based evaluation methods, developed by the author, in non-directive play therapy practice. A review of the child therapy literature demonstrates that there has been limited development of child-centred methods to ascertain children's views. Whilst there has been development of appropriate methods for gathering children's views in other settings, these do not fully translate to the complex setting of therapeutic interactions. The study aims to record children's views of play therapy as expressed through play-based evaluations; explore their use as a new method and, finally, explore what conditions are needed to fully facilitate children's exploration and sharing of their views when using play-based evaluations. Methods: The study employs a qualitative methodology utilising video observation as a less intrusive method for data collection of the children's views that are expressed during play-based evaluation. The videos are analysed in two main ways: to record the children's views and to explore the process between therapist and child during the interaction. Pre- and post- questionnaires are used to gain information regarding the children in the study and the therapists' perceptions. Utilisation of computer-assisted software, visual methods of analysis and in-depth micro-analysis of video observation are combined to create an innovative and thorough methodological approach. Exciting new methods of visual representation are employed to present the findings in a way that respects the need for participant anonymity whilst allowing the reader greater access to the non-verbal processes described. Conclusions: The study shows that play-based evaluation techniques are important and flexible methods for facilitating children's views of child therapy. The study shows how therapists take different approaches to delivering the sessions. It is argued that those therapists who incorporate their therapeutic skills effectively, maintain flexibility and sensitively attune to the child during the session, enable the child to explore their views more fully.
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Jäger, Jessica. "Experts in play : exploring the development and use of play-based evaluation methods in facilitating children's views of non-directive play therapy." Thesis, University of York, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556197.
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Aims This study investigates the use of play-based evaluation methods, developed by the author, in non-directive play therapy practice. A review of the child therapy literature demonstrates that there has been limited development of child-centred methods to ascertain children's views. Whilst there has been development of appropriate methods for gathering children's views in other settings, these do not fully translate to the complex setting of therapeutic interactions. The study aims to record children's views of play therapy as expressed through play-based evaluations; explore their use as a new method and, finally, explore what conditions are needed to fully facilitate children's exploration and sharing of their views when using play-based evaluations. Methods The study employs a qualitative methodology utilising video observation as a less intrusive method for data collection of the children's views that are expressed during play-based evaluation. The videos are analysed in two main ways: to record the children's views and to explore the process between therapist and child during the interaction. Pre- and post- questionnaires are used to gain information regarding the children in the study and the therapists' perceptions. Utilisation of computer-assisted software, visual methods of analysis and in-depth micro-analysis of video observation are combined to create an innovative and thorough methodological approach. Exciting new methods of visual representation are employed to present the findings in a way that respects the need for participant anonymity whilst allowing the reader greater access to the non-verbal processes described. Conclusions The study shows that play-based evaluation techniques are important and flexible methods for facilitating children's views of child therapy. The study shows how therapists take different approaches to delivering the sessions. It is argued that those therapists who incorporate their therapeutic skills effectively, maintain flexibility and sensitively attune to the child during the session, enable the child to explore their views more fully.
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Pennington, David. "Adults' experiences of post-traumatic growth during Eye Movement Desensitization and Reprocessing therapy, and the role of the therapeutic relationship in facilitating growth." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/620395.
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Introduction: Recent developments in the study of trauma responses have shown how some people may experience positive and life altering changes following traumatic life events which have been described as posttraumatic growth. Research is beginning to examine the role of trauma treatments in the facilitation of posttraumatic growth. Aim: This study sets out to explore participants’ experiences of posttraumatic growth during Eye Movement Desensitization and Reprocessing therapy, and the role of the therapeutic relationship in facilitating posttraumatic growth. Method: Semi-structured interviews were carried out with participants to examine their phenomenological experiences. Methodology: Interpretative Phenomenological Analysis was employed to consider emergent meanings and themes within a hermeneutic circle of interpretation. Participants: Seven participants were interviewed who had received Eye Movement Desensitization and Reprocessing therapy within National Health Service primary care psychological therapy services for posttraumatic stress disorder. Findings: Four superordinate themes emerged from the analysis of the participant accounts including: (i) Safe and secure; (ii) Taking back control; (iii) Reconstructing the self; and (iv) Journeying beyond trauma to the future. Conclusions: Person-centred conditions and client-therapist attachment were important elements of the therapeutic relationship which provided participants with the safety, trust, and relational depth necessary for the facilitation of experiences of posttraumatic growth during Eye Movement Desensitization and Reprocessing therapy. Implications: The findings emphasise the importance of a clinical focus on the quality of the therapeutic relationship as a facilitative therapeutic environment allowing affective-cognitive processing and the emergence of posttraumatic growth.
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Wong, Tze-Peng. "Changes in the conversational skills of preschool children with complex developmental difficulties." Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/6828.
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Caregiver-child conversation is an important platform for children’s development of language and conversational skills and can form the basis for an approach to intervention for children with pragmatic difficulties. While most intervention studies have focused on reporting overall improvements in children’s language and conversational skills as a result of changes in caregiver behaviour, there is limited fine-grained understanding of children’s ability to achieve conversational topic contingency as a result of specific changes in their caregivers’ use of conversational topic turns and/or the facilitative techniques employed by therapists. The studies described in this thesis aim to address this limitation. The following questions are raised: (i) What is the impact of caregiver training intervention programmes on caregivers’ conversational topic turns and facilitative techniques? (ii) What is the impact of caregiver training intervention programmes on children’s conversational topic turns? and (iii) How do specific facilitative techniques impact children’s conversational skills?
The first part of this thesis involves establishing the methodology for data transcription and data coding used in the four studies conducted for this thesis. Conversational recordings were transcribed using the CHAT format and conventions. Then a conversational coding system and a facilitative technique coding system were used to code the communicative acts transcribed. The conversational acts coded were topic change (TC), topic extension (TE), topic maintaining responses (TM), and non-relevant responses (NR). The facilitative techniques coded were imitation, expansion, follow-in questions, and follow-in cloze procedures. Inter-rater reliability levels of the transcription and coding of conversational acts and facilitative techniques were high.
Study 1 (presented in Chapter 3) was designed to investigate changes following an ‘It Takes Two to Talk’ Hanen programme in the conversations of four caregiver-child dyads where the children had identified language delay. It employed a single subject design and the outcome measures were analysed in three phases: baseline, intervention and follow-up. The outcome measures were the rates of (i) caregivers’ conversational topic turns (i.e., TC, TE and TM), (ii) caregivers’ facilitative techniques (i.e., imitation, expansion, follow-in questions, and follow-in cloze procedures) and (iii) children’s conversational topic turns (i.e., TC, TE and TM). Results showed that all caregivers produced fewer TCs and higher rates of facilitative techniques, while all children produced significantly more TEs following intervention. Individual caregiver patterns of change appeared to be reflected in their children’s conversational skills. This study supports the effectiveness of caregiver group training programmes in improving the quality of caregiver-child conversations and highlighted the importance of investigating individual variations in intervention.
Study 2 (presented in Chapter 4) was designed to investigate the changes in conversational skills of three children with features of autism spectrum disorders (ASD) following the dyads’ participation in caregiver-child individual training as part of a multidisciplinary programme for children with ASD. This study employed a case series design and the outcome measures were analysed in two phases (i.e., intervention and follow-up). Similar to Study 1, the outcome measures were rates of the (i) caregivers’ conversational topic turns (i.e., TC, TE and TM), (ii) caregivers’ facilitative techniques (i.e., imitation, expansion, follow-in questions, and follow-in cloze procedures) and (iii) children’s conversational topic turns (i.e., TC, TE and TM). Results of Study 2 showed that one of the three caregivers decreased the rates of TC, and one of them increased the rates of TM following intervention. The caregivers also increased their rates of facilitative techniques (i.e., imitation, expansion and follow-in questions). Concurrently, the children whose caregivers showed positive changes following intervention increased their rates of TCs and TMs. Consistent with the findings of Study 1, high individual variations were observed in the changes exhibited by the caregivers. Study 2 supports the effectiveness of individual training programmes in improving the quality of caregiver-child conversations and emphasizes the importance of investigating individual variations in intervention.
Study 3 (presented in Chapter 5) was designed to investigate the qualitative changes made by a child from each of the first two studies. The two children presented with different language levels and aetiologies but both were receiving individualised programmes designed to enhance their conversational abilities. Taking a functional approach to communication development, Study 3 examined how each child (i) collaborated on an activity; (ii) expanded an activity; and (iii) returned to a previous activity or proposed a new activity, through conversational topic turns. Results suggest that the children learnt to collaborate on and expand activities through their caregivers’ repeated use of contingent topic turns (i.e., TM and TE) and facilitative techniques (i.e., expansion, follow-in questions and follow-in cloze procedures). However, they tended to return to a previous activity or propose a new activity when they did not attend to the preceding act or topic, seemed to not comprehend or were not interested in the preceding act or topic, or when their caregivers failed to attend to their preceding act or topic. These findings highlights that while caregivers’ topic turns that are contingent and facilitative help children to advance their activities, caregivers’ topic turns that are non-contingent have the potential to cause the children to end the preceding activity and switch to another activity.
Study 4 was designed to compare the effectiveness of expansion, as a technique for facilitating children’s conversational topic turns, with expansion combined with other techniques when implemented by speech and language therapists (SLTs). Using a repeated measures design, this study aimed to compare the effects of expansion alone (EA); expansion combined with wh-questions (EQ); and expansion followed by a cloze procedure (EC) on the conversational skills of eight preschool children with conversational difficulties in conversation with their regular speech-language therapists (SLTs). Results showed that while there were no significant differences in child verbal topic maintaining responses across all techniques, EA elicited a significantly higher number of TEs, more non-verbal TMs and fewer NRs from the children, than either EQ or EC. The positive effects of each technique on the pragmatic appropriateness in conversations suggest that they could be used strategically in language intervention to enhance therapeutic effect.
This thesis suggests that caregiver training programmes that focus on following the child’s lead and support caregivers and therapists to use contingent topic turns and facilitative techniques have positive outcomes for children’s conversational development. It also suggested that caregivers’ and therapists’ facilitative strategies that do not obligate responses from the child (i.e., expansion) have better potentials to help the child to expand the scope of conversations than strategies that obligate a response from the child (i.e., wh-questions and cloze procedures). Finally this thesis suggests that family-focussed intervention that follows the child’s lead appears likely to improve the conversational skills of children with a range of diagnoses by helping to address the common underlying features of conversational difficulties.
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Rousseau, Jennifer Maria. "Facilitating awareness in children from a low socio-economic environment using the art-making process / J.M. Rousseau." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9693.
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Gestalt theory and Positive Psychology formed the underlying theoretical frameworks of this study. Both Gestalt theory and Positive Psychology adopt a positive outlook towards human nature with the possibility of individuals becoming self-supporting and fully functioning. Both theories also regard awareness to be paramount in establishing healthy self-regulation and optimal well-being. Both Gestalt theory and Positive Psychology provided the link between the concepts, and were also used to describe the main concepts in the study.
A review of the literature shows that children living in underprivileged communities often face many environmental stressors that can impact on their well-being and optimal psychological, cognitive, emotional and physical functioning. When this occurs, children are often not able to meet very important needs. They may have to find alternative ways to „survive‟ and protect themselves from certain stressors and cope with their environment. Very often these coping strategies are dysfunctional and certain parts within the child can become cut off or pushed aside, severing healthy contact with the environment. The child may also experience a sense of numbing and lack of awareness of senses, emotions and thoughts. The child is therefore living out of awareness. The literature suggests that the process of artmaking can contribute to facilitating awareness, which can enhance selfunderstanding and possibly lead to a greater sense of well-being. The researcher attempted to explore the kinds of awareness that could be facilitated through the artmaking process.
A qualitative research design with a phenomenological strategy of enquiry was used for this study. Seven children in middle childhood living in a low socio-economic community took part in the study. They were between the ages of eleven and twelve years and had suffered some form of environmental stress. They had been subjected to substance and alcohol abuse, violence, death and divorce. Focus groups and semi-structured interviews were used in order to understand what awareness may have been facilitated in children during the art-making process. The data collected were analysed thematically.
The results revealed that the art-making process enabled the participants to experience certain kinds of awareness. The participants became aware of certain emotions and feelings like happiness, enjoyment, calmness, pride and mastery, as well as feelings of anger, sadness and denial. The participants were able to recognise and express positive emotions, but it appeared that the more complex emotions were recognised although not expressed. The most common emotion experienced by the participants was the sense of happiness and enjoyment they seemed to feel as they worked with the different art materials. It appeared that the playful nature of the art-making process kept them engaged and in contact with the process. The participants also became aware of a range of tactile experiences that each art medium offered; clay, paint, collage, hand printing and texture rubbings. These tactile experiences led them to an awareness of feelings and associations.
The findings also indicated that the participants became aware of a sense of agency, as they appeared to have a sense of control and empowerment over the art mediums. This element of control over the art mediums seemed to afford the participants the ability to change what they did not like in their art work. This ability to change things appeared to feed back to, and enhance, their sense of empowerment. Through the findings of the study, as well as from the literature, this quality of empowerment, control and change is important for children in need living in a stressful environment, as it may foster a sense of agency that they may not find from their environment.
Another significant finding seemed to be the participants‟ awareness of their context in terms of an unavailability of certain environmental resources to fulfil their needs, namely financial resources and nurturing. The participants‟ awareness centred around basic survival needs, for example lack of sufficient food, but also their awareness of relational needs and challenges, for example overcrowded households, alcohol-abusing parents and divorce.Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
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Man, Lo Lai-ping Laurene, and 文盧麗萍. "Facilitating change in Chinese family systems: an application of structural family therapy in thetreatment of five Chinese family systems in Hong Kong with childrenwith conduct disorders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975562.
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Man, Lo Lai-ping Laurene. "Facilitating change in Chinese family systems an application of structural family therapy in the treatment of five Chinese family systems in Hong Kong with children with conduct disorders /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31975562.
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Tuomi, Paula. "Scoping review of facilitative aspects of occupational, personal and environmental factors of caregivers occupational performance when caring for a person with major neurocognitive disorder (NCD)." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för rehabilitering, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43358.
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People with neurocognitive disorders (NCD) condition called dementia are mainly taken care by family members. The number of people suffering from neurocognitive disorders is estimated to increase. Providing care for the person with NCD can be stressful and demanding which is why effective interventions to support caregivers are needed. Occupational therapy practitioners have unique knowledge of the person, environment and occupation and how those factors influence on individuals occupational performance. Occupational therapy ́s interventions to support caregivers with NCD have mainly concentrated on problems in the behaviour of person with NCD. The aim of this scoping review was to identify why some caregivers are managing better as a caregiver before any interventions have been done. What are those aspects of Person (P), Occupation (O) and Environment (E) that facilitate occupational performance (OP) when taking care for a person with NCD. PEO-model by Law et. al (Law et al., 1996) was utilized to formulate research question, in search words and in summarizing the results. The search from Ageline, Cinahl, Psycinfo and PubMed databases was done in January 2018 and went back 10 years. Results found 23 relevant articles for inclusion in the scoping review. Facilitating factors emphasized the supports of relationship seen as an overlap of caregivers and individuals with NCD on occupational performance. Facilitating personal factors of resilience, finding gains in caregiving, self -efficacy and religiosity were found to have an impact on care that the caregiver provides. Facilitative aspects of occupations highlighted importance of daily occupations as a source of well-being for both caregiver and person with NCD. In conclusion, facilitating aspects of relationships, personal factors and engagement in activities and hobbies supported occupational performance of both the caregiver and a person with NCD. Taking these factors into consideration could help target interventions more precisely to meet caregivers needs.
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Schlaak, Hannah M. "PROFESSIONAL COMPETENCIES FOR E-HELPERS: A TELEPRACTICE RESOURCE." UKnowledge, 2018. https://uknowledge.uky.edu/commdisorders_etds/12.
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The primary purpose of this study was to craft and validate a set of core competencies necessary for an e-Helper to possess. A review of the literature guided the creation of the initial competencies. Following expert review, the competencies were revised and formatted into an online survey which was sent to respondents in four target groups: (a) school administrators who had adopted telepractice as a service delivery model; (b) SLPs experienced in telepractice within a school setting; (c) current e-Helpers, and (d) scholars experienced in telepractice. Sixty percent (21 out of 35) of the competencies were rated as “important” by 76-100% of respondents. The remaining competencies could be more or less important dependent on workplace requirements.
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Francis, Romona. "To investigate the effectiveness of proprioceptive neuromuscular facilitation combined with heat therapy as opposed to proprioceptive neuromuscular facilitation with cryotherapy in the treatment of mechanical neck pain caused by hypertonic posterior cervical muscles." Thesis, 2005. http://hdl.handle.net/10321/400.
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Dissertation submitted to the Faculty of Health in compliance with the requirements for a Master's Degree in Technology: Chiropractic at Durban Institute of Technology, 2005Due to sustained partial neck flexion when operating a computer terminal for prolonged periods and by holding a stooped posture being proposed aetiologies for hypertonic posterior cervical muscles and subsequent mechanical neck pain, subjects for this research study were chosen according to their occupation and had to sit at a desk for more the three hours and less than eight hours a day. The purpose of this study was to investigate the effectiveness of proprioceptive neuromuscular facilitation combined with heat therapy as opposed to proprioceptive neuromuscular facilitation combined with cryotherapy in the treatment of mechanical neck pain caused by hypertonic posterior cervical muscles. This was a comparative, randomised, clinical trial consisting of two groups. Group A received proprioceptive neuromuscular facilitation (PNF) combined with heat therapy as their treatment protocol. Group B received proprioceptive neuromuscular facilitation combined with cryotherapy as their treatment protocol. Each group consisted of thirty people between the ages of 25 and 50 who were randomly allocated to their respective groups. It was hypothesized that the analgesic properties related to cryotherapy would result in the treatment group that received PNF stretching combined with cryotherapy yielding better results in terms of objective clinical findings. It was also hypothesized that the therapeutic effects of heat therapy would result in the treatment group receiving PNF stretching combined with heat therapy would yield better results in terms of subjective clinical findings and it is hypothesized that there is an association between the subjective and objective clinical findings between the cryotherapy and the heat therapy groups. The treatment regimen consisted of each participant receiving three treatments over a period of one week and then a one-week follow-up consultation. Subjective data monitored consisted of the Numerical Pain Rating Scale –101 (NRS-101) and the CMCC Neck Disability index. Objective data was collected using the Cervical Range of Motion goniometer (CROM) and the Algometer. At the end of all treatment protocols, statistical (quantitative) analysis was performed to determine whether one treatment protocol was more effective than the other. The analysis of the data collected showed that for all outcomes measured, either of the two treatments was effective overall. Trends suggested optimum treatments were dependent on the age of the patient. Age groups of 46-50 years old, 41-45 years old and the 31-35 years old responded best and improved the most with heat intervention, while age group of 36-40 years old responded best to the cryotherapy intervention. For the youngest age group of 25-30 years old, it did not make a difference whether they received heat therapy or cryotherapy as an intervention. It would seem that the older the patient the more effective the application of heat therapy as a result of the effect of heat therapy on the collagen and elastin fibers within the muscle and its fascia which allowed for increased and sustained improvement of the majority of the age groups represented in this study. Conversely it would seem that the cryotherapy group had only immediate and unsustained effects in the long term, which suggests that the cryotherapy had only a pain relieving function that allowed for the improvement of patients in the study, which when removed resulted in regression to the initial clinical syndrome severity. Most of the outcomes did not show a statistically significant interaction between time, age group and treatment group. The study was underpowered at the age group level, with only 12 subjects per age group. Further studies with a larger sample size in each of the age groups are needed in order to determine whether age is a definitive factor in one treatment being preferred over the other.
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Botha, John Reinard. "A psycho-educational programme for the utilization of visual arts in the facilitation of stress management in young adults." Thesis, 2008. http://hdl.handle.net/10210/693.
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There is nothing new about the utilization of the arts, generally speaking, as a method of facilitation. It is used not only in the context of the performing arts such as dance, drama and music, but particularly too in painting, sculpture, pottery, weaving, and a number of other art media and types. Yet all of these use a hands-on approach whereby it is expected of the participants to be active in the act of creation or performing. Of these, music stands out as an art form that can be used in a non-performance mode, and where a passive engagement with the completed work of art receives the focus. No such approach seems to have been suggested, described or developed for the visual arts. This study suggests and researches exactly that: the use of visual art works without involving a hands-on creative process, in a psycho-educational facilitative programme. This process is described as an isomorphic identification with the work of art, and the research design has been characterised by the relative novelty of the suggested approach towards intervention and stress facilitation outlined in this thesis. Although the term isomorphic identification is not of uncommon usage, it appears only very rarely in literature, and then in context with very recent work only to be found on the Internet. Undeniably, the occurrence of unhealthy stress levels in any population is on the increase. This research focuses on the way that stress impacts on the lives of young adults, particularly students, who share two common denominators; clearly identifiable unhealthy stress levels, and an academic background in which an art appreciation or an art history course was a part of their academic curriculum. The stated goal of this research is to design, develop and describe a method of stress management using the visual arts in a psycho-educational programme. The approach to this study is qualitative, with the research design being based on the single case study with an emphasis on the trustworthiness of research findings. The explorative nature of this research is underlined as being extremely important, with the role of the researcher as central to this type of qualitative research emphasised at every stage of the research strategy. As an important characteristic of the psycho-educational nature of this research, approaches to theory construction and the evaluative research cycle are followed by a discussion on strategies to ensure trustworthiness, including an analysis of and discourse on ethical measures. Obviously the major focus falls on the development, application, analysis, interpretation and evaluation of the programme for the facilitative use of the visual arts as an intervention procedure. Emphasis is put on the idea that art does in actual fact serve a number of purposes, and that the (visual) arts do not exist merely for the sake of existing. The argument is tendered that (visual) art can serve the function of personal homeostasis via a number of varieties of visual experiences according to which art could be experienced and interpreted. The idea is advanced that art works contain a message that is embedded in the medium of the artwork, and that interactive participation through graded exposure should be deemed a cathartic experience of value to the participant. This in turn focuses attention on the narrative discourse made possible through the interactive viewing mentioned, which in turn could be used by the participants as a journey of discovery, which is part and parcel of the facilitation suggested. The psycho-educational theoretical model for use within the visual arts is based on a hierarchical flow of events by way of a three-tiered four-phase approach that shares some characteristics with existing art historical models. As a programme, isomorphism as a strategy of facilitation fits well into a Post-modern paradigm, as it focuses on a holistic stress management programme designed to be of benefit for the participants.Prof. C.P.H. Myburgh
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Wood, Tara Lea-Anne. "A new beginning : an exploration of drama therapy and the facilitation of attachment between mothers with a history of childhood sexual abuse and their children." Thesis, 2008. http://spectrum.library.concordia.ca/975946/1/MR45508.pdf.
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Traumatic events such as childhood sexual abuse have the ability to destroy a person's inner and outer world. Such incidents can shatter the construction of the self that has been formed by the individual as well as the ability to form and sustain relationships with others. One of the most important relationships that can be affected is that of a mother and her child. This research paper explores the potential value of drama therapy as a therapeutic approach for strengthening the attachment between women survivors of childhood sexual abuse and their children. The paper begins with an examination of the current state of knowledge about childhood sexual abuse and the impact upon the women who live through this experience as they grow into adulthood and motherhood. This is followed by a review of attachment theory and the ways in which a mother's history of sexual trauma and her own maladaptive attachment experiences may interfere with the attachment relationship between her and her child. Finally, throughout this exploration of theoretical models, connections will be made establishing the benefits of drama therapy and its employment of the unique aspects of non-verbal media, along with other creative interventions that may be applicable at different stages of treatment for both mother and child individually and in dyadic formation. Ultimately, specific drama therapy interventions will be discussed as advantageous models for the delicate and complex process of recovery from childhood sexual abuse, as well as for facilitating engagement and increasing the quality of attachment between mother and child.
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Schmulian, Dunay Liezel. "The development of a universal speech facilitation program as an extension of the speech motor learning program and its application in an experimental alternating treatment study." Diss., 2001. http://hdl.handle.net/2263/26372.
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A universal speech facilitation program was developed based on the principles, methods and long-term goals of an existing program, the Speech Motor Learning Program (Van der Merwe, 1985). The development of such a program was indicated because, to date, no systematized intervention program with the aim of general speech facilitation has been attempted to overcome the tremendous challenges of the current rehabilitative scenario in South Africa (shortage of services, untrained staff in the community and multiple language barriers to name a few). The suitability of the SMLP as a starting point for the compilation of a Speech Facilitation Program is illustrated by its clinical success in treating a variety of speech disorders and secondly because it is firmly based on normal speech development and motor learning principles. Based on the SMLP, the SFP was developed and applied to two paired subjects who exhibited general speech and language delay, to determine if the speech facilitation program would facilitate and indeed enhance speech development in the Subjects. The clinical application of the SFP was conducted in an alternating treatment design study using speech facilitation and language treatment respectively. During the treatment phase of the study, probe tests, consisting of ten selected aspects of speech and language, were conducted to determine the effect of the two treatment approaches on these aspects. Three of the aspects showed improvement following treatment with the Speech Facilitation Program. Four aspects showed gradual development throughout the duration of the study, irrespective of the type of treatment and it could possibly be attributed to general development by the subjects as well as regular intervention. Three aspects showed no change during the study. The obtained results seemed to indicate that the SFP influenced speech development positively and that it could be developed into a valuable clinical tool for the treatment of certain speech disorders.Dissertation (MA (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
unrestricted
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Gray, Derick. "The relative effectiveness of proprioceptive neuromuscular facilitation versus ultrasound therapy in the treatment of temporamandibular joint dysfunction caused by masticatory myofascial trigger points, in terms of subjective and objective clinical findings." Thesis, 2002. http://hdl.handle.net/10321/281.
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Thesis (M.Tech.: Chiropractic) -Dept. of Chiropractic, Durban Institute of Technology, 2002The purpose of this randomized controlled clinical trial was to investigate the relative effectiveness of proprioceptive neuromuscular facilitation (PNF) versus ultrasound therapy for the treatment of Temporomandibular joint (TMJ) dysfunction caused by masticatory myofascial trigger points, in terms of subjective and objective clinical findings.
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Ніколенко, Альона Сергіївна. "Пропріоцептивна корекція рухових порушень в реабілітації дітей зі спастичними формами церебрального паралічу." Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/3197.
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Ніколенко А. С. Пропріоцептивна корекція рухових порушень в реабілітації дітей зі спастичними формами церебрального паралічу : кваліфікаційна робота магістра спеціальності 227 «Фізична терапія, ерготерапія» / наук. керівник І. В. Кальонова. Запоріжжя : ЗНУ, 2020. 69 с.UA : Дипломна робота – складається з 69 сторінок, 8 таблиць, 3 рисунків, 62 літературних джерел. Об’єкт дослідження – рухові порушення в дітей зі спастичними формами церебрального паралічу. Мета дослідження – вивчення ефективності пропріоцептивної нервово-м’язової терапії (PNF-терапії) в реабілітації дітей зі спастичними формами церебрального паралічу. Методи дослідження – теоретичний аналіз науково-методичної літератури, аналіз медичної документації, оцінка спастичності за модифікованою шкалою Ашфорт, оцінка амплітуди рухів у суглобах, оцінка рухової активності за «Шкалою оцінки великих моторних функцій» (GMFM-88), методи математичної статистики. Показано, що для дітей зі спастичними формами церебрального паралічу характерним є підвищення м’язового тонусу паретичних кінцівок, що у значній мірі обумовлює наявність функціональних і органічних суглобових контрактур, порушень великих рухових функцій, таких як сидіння, стояння, повзання, ходьба із сумарним показником 49,34 % від норми за шкалою GMFM-88. Застосування в системі комплексної реабілітації дітей з церебральним паралічем методики PNF дозволило досягти достовірного поліпшення великих рухових функцій за категоріями GMFM-88, зменшення м’язового тонусу, зменшення функціональних суглобових контрактур, адаптації дітей до наявних порушень, що у цілому дозволяє рекомендувати дану форму реабілітації в роботі з даним контингентом дітей.
EN : Graduate work – consists of 69 pages, 8 tables, 3 figure, 62 references. Object of study – motor disorders in children with spastic forms of cerebral palsy. Purpose of study – to study the effectiveness of proprioceptive neuromuscular therapy (PNF-therapy) in the rehabilitation of children with spastic forms of cerebral palsy. Research methods – theoretical analysis of scientific and methodological literature, analysis of medical documentation, to determine the muscle tonus Modified Ashworth Scale for Grading Spasticity, method of determining the amplitude of movements in the joints, Gross Motor Function Measure (GMFM-88), methods of mathematical statistics. It is shown that for children with spastic forms of cerebral palsy, the increase in the muscular tone of the paretic limbs is characteristic, which largely determines the presence of functional and organic articular contractions, violations of large motor functions such as sitting, standing, crawling, walking with a total score of 49,34 % of the norm on the scale GMFM-88. Application in the system of complex rehabilitation of children with cerebral palsy of the PNF method has allowed to achieve a reliable improvement of large motor functions by categories GMFM-88, reduction of muscle tone, reduction of functional articular contracture, adaptation of children to existing disorders, which in general allows recommending this form of rehabilitation in work with this contingent of children.
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Stylianou, Nitsa. "Towards the training of psychology tutors : an ecosystemic approach." Thesis, 2000. http://hdl.handle.net/10500/16147.
Full textAbstract:
This study explores the training of Psychology tutors at the University of South Africa's
(UNISA) learning centres with a view to providing a paradigm shift in tutor training and
contributing towards new ways of thinking about education and training in South Africa. It
furthermore opens up alternative ways of thinking about the process of facilitation in general.
Although the study focuses on tutor training within the discipline of Psychology, the
outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable
contribution in identifying the basic principles underlying tutor training in other disciplines as
well. An ecosystemic approach encourages the trainer-trainee system to become aware of how
they affect each other's thinking and behaviour. The basic principles underlying the process of
facilitation that emerge in the study, therefore apply equally to the training of tutors and the
tutoring of learners by others. These principles provide guidelines in terms of the processes
involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring.
In conclusion, the information generated in the study focuses specifically on student
support in the form of face-to-face tutorials in the distance education setting, the form of tertiary
education which is most accessible to many historically disadvantaged learners in South Africa
today. More generally, it will make a valuable contribution in the current educational context
in South Africa, where student support is of the utmost importance in striving for equality in
education, and where the focus is on outcomes-based education.Curriculum and Instructional Studies
D.Litt. et Phil. (Psychology)
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Grobbelaar, Maryna Susanna. "Inviting faith communities to re(-)member their identity as community-of-friends." Thesis, 2006. http://hdl.handle.net/10500/2328.
Full textAbstract:
This thesis is about a pastoral theology of participation, guided by the process of participatory action research. It explores through the lived experience of the participants practical ways of doing friendship.
On this research journey, I explore the discourse of individualism and how it blinds us to our connectedness as creations in the image of God. Without denying the benefits scientific development have to offer, I argue for a more richly textured individualism, inviting concern for the consequences of our actions on the well-being of others as part of our ethical ways of being. The Fourth Century description of a Christian as `friend of God' was the inspiration for the metaphor of friendship as a powerful counterweight against the isolating forces of a culture where the distorting ideology of consumerism and individualism are prevailing. I argue for the re-membering of this metaphor for God as friend, and the church as community-of-friends.
Through the telling of tales of living friendship, interwoven with and giving life to the philosophy of friendship, I build further on the metaphor for the church as community-of-friends. I propose a Friendship Position Map and the metaphor of a circle of concern, arguing that although it comes more natural to us to love those close to us, and reach out to them in friendship, in an ethical spirituality of participation and mutual care, we are to follow Jesus' example and show hospitality towards all others, including strangers and enemies.
Where many authors write about the importance of community, this thesis is about how to create the nourishing community we long for. It explores practical ways in which communities can overcome obstacles in their way to connect to each other through ethical ways of loving and doing friendship. It offers some ideas about learning to be friends in the inner circles of the circle of concern with those close to us, in order to do friendship in the outer circles.
I explore the role of the church and faith communities as habitat for the nurturing and/or cultivating of living friendships, in inviting faith communities to live as community-of-friends; friends of God and of one another.Practical Theology
D.Th. - (Practical Theology--Pastoral Therapy)
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Levy, Joshua David. "Facilitating integrative family therapy : application of an orienting framework in theoretical sociology /." 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3048399.
Full text
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Asiello, Jessica DeMarinis. "Facilitating transitions to adult healthcare for youth with disabilities: resources for occupational therapy practitioners." Thesis, 2018. https://hdl.handle.net/2144/30935.
Full textAbstract:
Healthcare transition is the transfer from pediatric to adult health services and the development of related functional competencies (Sharma, O’Hare, Antonelli, & Sawici, 2014), including self-management, health self-advocacy, and health IADL performance. An estimated 4.5 million youth aged 12-18 have special healthcare needs, a number that has grown over time (McManus et al., 2013). As this mounting population enters adulthood, healthcare transition has become a topic of increasingly intense attention and research among health providers, policymakers, and disability advocacy groups (Betz, O'Kane, Nehring, & Lobo, 2016; McManus et al., 2013). However, many youth with disabilities do not successfully transition to adult healthcare settings or assume responsibility for adult health activities (Betz et al., 2016; McManus et al., 2013). There is a need for professionals to support and train youth to successfully transition to adult healthcare and to foster their abilities to manage their health and achieve positive health and participation outcomes. Occupational therapists (OT) have the opportunity to facilitate improved healthcare transitions and support youth through other contexts of transition to adulthood that mutually influence healthcare transition, including post-secondary education, vocations, independent living, and adult-oriented community and social activities (Ferris, Ferris, Okumura, Cohen, & Hooper, 2015).
Facilitating Transitions to Adult Healthcare for Youth with Disabilities: Resources for OT Practitioners is a theory-driven and evidence-based continuing education program for OT practitioners. The course introduces a socio-ecological model to analyze the interrelated factors that influence healthcare transition and participation outcomes, and reviews current multidisciplinary research on healthcare transition interventions. The course aims to increase learners’ healthcare transition knowledge, increase learners’ self-efficacy in meeting the needs of this population, and in the long term, increase the OT profession’s participation in healthcare transition activities.
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Jandl, Katrina. "Paras to Peers: facilitating social Interactions for school-aged children with autism spectrum disorder." Thesis, 2019. https://hdl.handle.net/2144/38185.
Full textAbstract:
Social participation is an important area of occupation and is central to an individual’s identity and sense of competence (AOTA, 2014). Social participation includes engagement in social interactions and formation of friendships, both of which support social interdependence and wellbeing. Friendships are a significant social experience for children as they create a valuable context to learn and practice skills essential to children’s psychosocial development (Guralnick, Neville, Hammond, & Connor, 2007). Forming friendships can be difficult for individuals with autism spectrum disorder (ASD) due to a variety of reasons. Social-related challenges associated with ASD place the child at risk for decreased social interactions (Bauminger & Shulman, 2003; Humphrey & Lewis, 2008). The movement towards including children with disabilities in general education classrooms has resulted in an overreliance on one-to-one paraprofessionals to provide support to these students. Paraprofessionals are offered little prerequisite training and ongoing support, and may unintentionally hinder students’ social participation by providing too much assistance or causing students to become overly dependent (Broer, Doyle, & Giangreco, 2005; Carter & Hughes, 2006; Giangreco, Edelman, & Broer, 2003; Patterson, 2006). Decreased social participation during childhood places individuals at greater risk for adjustment challenges later in life (Copeland et al., 2004; Guralnick et al., 2007; Kasari, Locke, Gulsrud, & Rotheram-Fuller, 2011). Paras to Peers is an occupational-therapist-led training program for paraprofessionals providing one-to-one support to students with ASD. This six-week, multi-modal program utilizes both evidence-based learning theories and paraprofessional instructional techniques to train paraprofessionals, including modeling, performance feedback, and follow-up support. The program incorporates both group and individualized training sessions to teach paraprofessionals social facilitation strategies to promote social participation for students with ASD. Data regarding students with ASD’s social interactions and paraprofessionals’ use of social facilitation strategies will be gathered via trained observers as well as through a paraprofessional survey. Paras to Peers is an innovative method for promoting social participation for students with ASD as well as improving interdisciplinary collaboration between occupational therapists and educational staff in the school setting.
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Moloto, Joyce Clara. "Facilitating the mental health of adolescents exposed to violence by group nursing therapy." Thesis, 2014. http://hdl.handle.net/10210/10059.
Full textAbstract:
M.Cur. (Psychiatric Nursing)The objectives of this study were to describe group nursing therapy as a resource utilized by the psychiatric nurse as a way of facilitating the adolescent's mobilization of resources to cope with the violence in their everyday life and to describe guidelines for group nursing therapy to facilitate the promotion, maintenance and restoration of these adolescent's mental health. The situation of violence makes the adolescent susceptible to mental health problems. The adolescent perceive various degrees of violence in their homes, the community and at school. A combination of these violence related situations predisposes the adolescents to developing unhealthy ways of coping with the effects of violence. The number of adolescents referred to psychiatric community services has increased at an alarming rate. The main reasons for their referral was their poor scholastic performance; they were generally labelled as "a lost generation" and also as being mentally ill. The research was based on Nursing for the Whole Person Theory and the functional approach to nursing research was assumed. This implies that the goal of the research was aimed at improving the quality of patient care. The research design was descriptive and qualitative in nature, which was also contextual. The descriptive single case study method was utilized. Reliability was ensured by using as many steps as possible to operationalize the case study - and the research was conducted as if someone were always looking over the researcher's shoulder. Validity control measures were applied to counteract criticism by ensuring that a sufficient operational set of measures was developed and objective judgements were used to collect data by way of coding transcribed audiotaped material from all the sessions of the group nursing therapy...
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"The role of therapy dog in facilitating social interaction for autistic children: an experimental study on animal-assisted play therapy." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075483.
Full textAbstract:
Fung, Suk Chun.Thesis (Ed.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 328-337).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.
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Perkins, Shawna. "Creating containment and facilitating freedom : group art therapy with children with emotional and behavioural disorders." Thesis, 2007. http://spectrum.library.concordia.ca/975395/1/MR34763.pdf.
Full textAbstract:
Running a successful therapy group for children with emotional and behavioural disorders is extremely challenging (Rozum, 2001). Specifically, the rules, limits, and boundaries are often challenged by individuals in a group setting. The therapist must learn to maintain an appropriate balance between structure and flexibility within the therapeutic frame to facilitate each child's feelings of security, safety, and containment, and to maximize the child's creativity and therapeutic growth. The purpose of this research paper is to examine the particular challenges that art therapists and people in similar professions are faced with when working with groups of children with emotional and behavioural disorders. A literature review of emotional and behavioural disorders, group therapy with children, and the therapeutic frame informs the research paper. A case study follows, which investigates the experiences of an art therapy intern working with a group of three children in a day treatment center for children diagnosed with severe disruptive behavioral disorders. The case study explores how an art therapist maintains a therapeutic framework that safely supports and facilitates therapeutic growth and creative freedom, yet manages challenges to the boundaries, limits, and rules that were encountered throughout the course of therapy. This research paper contributes to the dearth of qualitative research and literature that captures the subtle but pertinent nuances of working with children with emotional and behavioural disorders in a group setting
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Lu, Hsin-hung, and 盧信宏. "The Study of Facilitating Sibling Relationship Among Junior High School Boys Using Group Filial Therapy." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/16507456043493364569.
Full textAbstract:
碩士國立臺南大學
諮商與輔導學系碩士班
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The purpose of this phenomenological study is to explore the change of sibling relationship through a Landreth’s 10-week filial therapy model. Three junior high school boys from Tainan were trained to conduct weekly thirty-minute play time with their target siblings at home respectively in an effort to improve the sibling relationship. All the data were analyzed with thematic analysis. The findings of the study are as follows: 1. The experience of junior high school boys participating in a filial therapy group. (1) The fun of interaction and intimacy between the siblings increased, and junior high school boys obtained a sense of achievement as well. (2) The atmosphere of the family changed due to the increase of sibling relationship. (3) Junior high school boys felt sad when their siblings were sad. (4) Junior high school boys thought filial therapy could help improve their interpersonal relationship. 2. The meanings and influences of a filial therapy group to junior high school boys. (1) The sibling relationships were improved. (2) Junior high school boys obtained a sense of achievement. (3) Junior high school boys showed more empathic behavior and acceptance toward their siblings. (4) Target siblings showed more patience and trust in their brothers and expected more interactions with their brothers. In the end, this article concludes with a few suggestions for further studies in this field.