Dissertations / Theses on the topic 'Group Intervention'
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Lyons, Todd W. "Military intervention in identity group conflicts." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA386419.
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Thesis (M.A. in National Security Affairs) Naval Postgraduate School, Dec. 2000.Thesis advisors, Glenn Robinson, Anna Simons. "December 2000." Includes bibliographical references (p. 103-107). Also available in print.
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Rocke, Catherine Ruth. "Spirituality and social work, a group intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ32237.pdf.
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Loewen, Lydia. "Boundary development in survivors, a group intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ32168.pdf.
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Turchetti, Megan E. "A Relational Group Intervention for Teen Pregnancy." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1348758533.
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Isbel, Joanne. ""The good friend guide" : a group social skills intervention /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18047.pdf.
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Albanaes, Patricia, Rodrigues Katia Julia Roque, Pellegrini Priscila Gasperin, and Rosa Tolfo Suzana da. "Intervention in a psychological support group with harassed workers." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/102117.
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Bullying at work is a form of violence which consists in prolonged and repeated exposure of workers to offensive and humiliating situations and may be a trigger of psychological distress in many individuals and groups. Literature in the field identifies support groups as an emergent treatment alternative with positive results. This study aimed to qualitatively describe the development of a support group for people who suffered bullying at work in a public university in the South of Brazil. The group was composed of 5 women who took part in 8 meetings during 2014 and 2015. The main results of this intervention provide information about bullying at work, developing new coping strategies and the development of a framework of mutual support among the participants.O assédio moral no trabalho remete à exposição prolongada e repetitiva de trabalhadores a situações ofensivas, humilhantes e constrangedoras, que podem desencadear intenso sofri mento psicológico às vítimas. A literatura identifica os grupos de apoio aos sujeitos assediados moralmente como alternativas de intervenção emergentes e com resultados positivos aos participantes. Dados os casos identificados em uma universidade pública do sul do Brasil, foi realizado um grupo de apoio psicológico e o artigo descreve qualitativamente o desenvolvi mento do mesmo. O grupo foi composto por 5 mulheres, que participaram de 8 encontros nos anos 2014 e 2015. Dentre os principais resultados dessa intervenção, destaca-se um maior esclarecimento sobre o assédio moral, elaboração de novas estratégias de enfrenta mento e o desenvolvimento de um contexto de apoio mútuo entre as participantes. Palavras-chave: assédio moral, trabalhadores, grupo de apoio, saúde do trabalhador.
El acoso laboral se refiere a la exposición prolongada y repetida de los trabajadores a situa ciones ofensivas, humillantes y vergonzosas, y puede desencadenar un intenso sufrimiento psicológico en las víctimas. La literatura identifica a los grupos de apoyo con trabajadores acosados moralmente como alternativas de intervención emergentes con resultados posi tivos para los participantes. Este trabajo tuvo como objetivo describir cualitativamente el desarrollo de un grupo de apoyo que ocurrió en una universidad pública en el sur de Brasil. El grupo estaba compuesto por 5 mujeres que participaron en 8 reuniones en los años 2014 y 2015. Los resultados de esta intervención brindan información sobre el acoso laboral, el desarrollo de nuevas estrategias de afrontamiento y el desarrollo de un contexto con apoyo mutuo entre los participantes.
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Hoffmann, Jessica A. "A pretend play group intervention for elementary school children." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1388238426.
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Sreekumar, Usha. "Aggression replacement training, comparing incarcerated group intervention and community-based individual intervention among young offenders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53255.pdf.
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Moeller, Juliana Lynne. "Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965.
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Kruer-Zerhusen, Adriane E. "Mind-Body Interventions for Chronic Pain and Trauma| A Qualitative Research Perspective on Group Psychotherapy Intervention." Thesis, Union Institute and University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076300.
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This dissertation focused on advancing the current research on the connection between physical and psychological health. This study focused on two psychotherapy groups that integrate mind-body practices in the form of yoga, meditation, and relaxation. These groups were ongoing and are held once a week for one hour in an urban outpatient mental health clinic. Participants in these groups attended consistently for approximately 1-4 years and experienced a wide-range of trauma and chronic pain symptoms. Because the groups were active and running for several years, this study followed a qualitative research approach to comprehensively capture the participants’ subjective experience. Understanding the experience of these particular clients could prove to be advantageous to the field of psychology as it will help to elucidate the individual’s experience of an integrated mind-body modality for trauma and pain treatment. Using phenomenological interviews, this study explored the subjective experience of individuals in these groups. In-depth interview questions focused on participants’ reactions to the mind-body interventions for combined physical and psychological symptom relief.
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Venter, Mariska. "Cancer patients' illness experiences during a group intervention / Mariska Venter." Thesis, North-West University, 2008. http://hdl.handle.net/10394/4154.
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The high incidence of cancer and the accompanying medical and psychological effects thereof make
exploring cancer patients' experiences regarding their illness potentially valuable. The aim of this
study was to qualitatively explore cancer patients' illness experiences during a listening group
intervention. Secondary analysis was done on data previously collected by Strydom (2006), for his
study on "Cancer patients' and non-cancer patients' experiences of the listening group technique." The use of this post-modernist approach, in which the individual is seen as the expert in his/her own life, makes the data gathered by Strydom (2006) eminently suitable for gaining a true understanding of cancer patients' illness experiences. Analysis of the data yielded twelve prevalent themes namely,
support, perspectives and experiences in medical context, perspectives on life and death, emotional
experiences, religion, role of knowledge and information pertaining to cancer, finances, concern for
others, loss, desire for survival, humour, and physical symptoms. In an attempt to make sense of these themes a framework suggesting moderating factors that would influence cancer patients' illness experiences and outcomes, is proposed. Due to the rising number of cancer survivors and the fact that finishing the treatment seldom indicates the end of the cancer experience, it is suggested that further research regarding the development of a survivorship care programme within the South African context be undertaken.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2009.
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Mawson, Diana Louise. "Women's experiences of group process in a career counselling intervention." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28435.
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This study investigated women's experiences of group process in a career counselling intervention. Specifically, the study examined the relationships of Yalom's (1985) 11 group therapeutic factors, and six client demographic factors, in predicting post-intervention levels of goal instability (GI) after removing the effects of pre-intervention levels of GI. In addition, the study attempted to define the relationship between a set of client demographic variables and a set of 14 group change mechanisms which reflect Yalom's 11 factors.
Subjects were 108 adult women clients who attended a two-day career group counselling program at a government counselling unit. Data were collected using questionnaires at pre and post-intervention. Follow-up interviews were conducted by telephone with 71 participants two months after their workshop dates. Levels of goal instability were assessed using the Goal Instability Scale at pre and post-test, and client demographic information was solicited with a Participant's Information Sheet at pre-test. Group therapeutic factors were assessed at post-test by using the How Career Groups Work Scale.
A preliminary analysis identified pre-test GI levels' contribution to variance in post-test GI levels. Pre-test GI levels were the only significant contributor to variance in post-test GI levels in all subsequent standard multiple regression equations tested. In a hierarchical multiple regression equation, cognitive change mechanisms accounted for a significant but small portion of the variance in post-test GI levels, over and above that accounted for by pre-test GI levels. A canonical analysis did not identify any significant relationships between a set of six client demographic variables and a set of 14 group change mechanisms. Follow-up data indicated that clients valued both the cognitive and affective group therapeutic factors for helping clients with career planning and for contributing to general benefits associated with the intervention.
Post-test findings confirmed that Yalom's therapeutic factors were operating in this study's career intervention, and that clients did not value the factors equally. The follow-up findings clarified the relationships between the therapeutic factors and participants' career planning and goal-setting processes.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Sauteur, Sheila. "Anger in healing from childhood sexual abuse, a group intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53221.pdf.
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Goddard, Michael S. "A Drama-Based Group Intervention for Adolescents to Improve Mentalization." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597409479861618.
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Palmer, Melanie Louise. "Low-intensity topic-specific group parenting programmes : enhancing intervention outcomes." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6912/.
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Low-intensity parenting programmes play a key role in a public health approach to parenting support and are designed to be a cost-effective intervention for child conduct problems. Several studies that have evaluated a single topic-specific Triple P–Positive Parenting Program Discussion Group, an example of a low-intensity parenting programme, have found promising results for improving child and parent outcomes among parents with young children. This thesis aimed to examine ways to enhance the intervention outcomes of low-intensity topic-specific parenting groups for parents with young children. In study one, the effects of generalisation promotion strategies, such as teaching multiple exemplars, were examined. As a single training exemplar may not be sufficient for parents to effectively generalise parenting skills, multiple exemplars may assist parents to flexibly apply skills across a range of behaviours and settings leading to greater change in child behaviour, parenting practices, and parenting self-efficacy. This study also sought to extend the literature by examining the effects of low-intensity parenting groups with parents of primary school aged children using topics relevant to this development phase and investigating outcomes for mothers and fathers separately. A two arm randomised control trial design was used to compare the two conditions (single exemplar vs. multiple exemplar). Participants were 75 mothers and 58 fathers with a 5-8 year old child displaying at least a mild level of conduct problems. They represented 78 families: 66 two-parent families and 12 single parent families. Among two-parent families, there were 55 mother-father pairs, nine mothers who participated alone, and two fathers who participated alone. The majority of the single parent families were mothers (n = 11). Self-report measures of child behaviour, parenting practices, parenting self-efficacy, parent’s perceptions of their parenting role experience, parental mental health, inter-parental conflict, partner support, and partner relationship satisfaction were completed by parents at pre-intervention, post-intervention, and 6-month follow-up. Satisfaction with each intervention condition and the individual sessions was also examined. Low-intensity topic-specific parenting groups led to improvements on a range of child and parent outcomes for both mothers and fathers of primary school aged children. Receiving multiple exemplars resulted in more robust change in mother- and father-rated child behaviour, mothers’ parenting practices, and mothers’ behavioural parenting self-efficacy at post-intervention. For mothers in the multiple exemplar condition, superior improvements in child behaviour, parenting practices, and behavioural parenting self-efficacy were maintained at 6-month follow-up. Greater improvements in mothers’ setting parenting self-efficacy, mental health, and perceptions of partner support were also found at 6-month follow-up among the multiple exemplar condition. The second study in this thesis added to the literature on low-intensity parenting programmes by exploring whether addressing parental mental health, in addition to parenting, was beneficial for parents with young children. As poor parental mental health is linked with child conduct problems, negative parenting practices, and can negatively impact the effects of parenting programmes for families, simultaneously addressing parental mental health when delivering low-intensity parenting programmes may be advantageous. A mixed-method quasi-experimental evaluation of a combined low-intensity parenting and mental health programme was conducted. Thirteen families with a 3-8 year old child took part in the study. Self-report symptoms of anxiety, depression, and stress and ineffective parenting practices were obtained at pre-intervention, mid-intervention, post-intervention, and 3-month follow-up. Parents also completed self-report measures of child behaviour, parenting self-efficacy, parent’s perceptions of their parenting role experience, family relationships, and positive mental health at pre-intervention, post-intervention, and 3-month follow-up. Post-intervention semi-structured interviews were conducted with 12 parents and explored parents’ experiences of taking part in the programme, their perceived impact of the programme, and their implementation of strategies. The combined intervention produced promising changes in parenting practices and parental mental health. Parents perceived some positive impacts after attending the programme and generally the combined programme was acceptable to participating parents. Collectively, the findings from the two studies suggest that low-intensity topic-specific group parenting programmes have positive effects for young children and parents. Delivering multiple exemplars leads to added benefits and addressing parental mental health simultaneously has positive effects for families.
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Nuijens, Karen L. "The development and validation of the group leader intervention scales." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1673.
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Thesis (M.A.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Sung, Kieun. "A study on rebel group dynamics and third party intervention." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1913.
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This study analyzes the relationship between inter rebel group dynamics and rebel biased third party interventions. Concerning the considerable amount of multiparty civil conflicts and internationalized civil conflicts, prior studies largely overlook the cause and effect of inter rebel dynamics in terms of third party interventions. I delve into two related research questions; How do inter rebel dynamics influence a third party’s decision to intervene in a multiparty civil conflict? What kinds of rebel group interactions are facilitated by such third party interventions?
Existing rebel group interaction patterns play a key role in determining conflict process and, influence third party’s decision to intervene. I predict that a cooperative interaction pattern between rebel groups generates an intervention enriched environment for the rebel groups, due to the increased likelihood of successful intervention and the decreased cost of war. The third party’s involvement in ongoing multiple party civil conflict generates a change in bargaining structure between rebels in terms of number of bargainers and distribution of capabilities. I predict a conditional effect of rebel biased interventions on inter rebel dynamics; while forceful intervention boosts cooperation between rebels, weak intervention fuels competition between them.
To test my theoretical conjectures, the interlocking relationship between rebels’ interactions and rebel biased interventions has been empirically estimated on a large-N framework. The estimated results strongly confirm my theoretical predictions that rebel cooperation encourages rebel biased interventions and, that increased cooperation and competition is dependent upon third party’s commitment.
Overall, my findings highlight a distinctive process of multiparty civil conflicts in terms of third party interventions and rebel group dynamics. My first findings regarding rebel biased interventions, expand the existing intervention literature by focusing on rebel group dynamics in multiparty civil conflicts. The empirical evidence showing boosted competition and cooperation caused by intervention, can be linked to studies that discuss the correlation between interventions and conflict terminations. For the policy community, this project suggests that the success of intervention lies in the third party’s measure of intervention.
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Yusim, Cynthia F. "The art of social support group intervention with single adolescent mothers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23566.pdf.
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Lysenko, Laura. "Sibcircle, siblings of children with continuing care needs; a group intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0007/MQ45089.pdf.
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Sullivan, Verna. "Women in stress & transition, a group therapy model of intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57586.pdf.
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Clark, Ella V. "The feasibility of a novel group self-management intervention for stroke." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055835/.
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Background: Stroke survivors consistently report long term unmet needs. Unlike other chronic conditions stroke self-management programmes have been slow to emerge. Bridges self-management is a one-to one approach used by some UK NHS stroke services and aims to increase self-efficacy and confidence to manage long term needs post stroke. However, a one-to-one delivery does not facilitate peer support, which stroke survivors report as being valuable to the self-management process. In order to evaluate the potential for a one-one programme such as Bridges to be delivered in a group setting important parameters need to be explored, such as, acceptability, fidelity and outcome measure effect sizes. The MRC calls this type of research ‘feasibility’, and labels it an essential part of complex intervention development. The aim of this thesis was to explore the feasibility of delivering a one-to-one stroke self-management intervention (Bridges) in a group setting. Method: Feasibility was explored across three phases: (1) the development phase included patient involvement activities, stroke survivor interviews, and a systematic review to inform the design of a four-week self-management intervention, (2) the implementation phase monitored intervention delivery, 60 stroke survivors were randomised to the intervention or waitlist condition, (3) the evaluation phase used a mixed methods approach to explore acceptability and potential mechanisms of change as well as the effect of the intervention on mood, self-efficacy, quality of life and activities of daily living. Results: Overall it was feasible to adapt Bridges for group delivery. The intervention had high fidelity to the protocol. Recruitment occurred at a mean rate of 6.6 per month with a 21.667% drop out rate. The intervention was found to be acceptable to stroke survivors and carers. Potential mechanisms of change included vicarious learning and supported goal setting. At six-months post-baseline, outcomes had improved in favour of the intervention group. A number of recommendations were made to further develop the intervention, and for subsequent research on this topic. Conclusion: The thesis concludes that delivering a group self-management intervention for stroke may offer some benefits to stroke survivors and suggests research progress to a definitive trial.
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Abraham, Lucy. "Recovery after psychosis : patients' perspectives of a compassion focussed group intervention." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24597.
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Background: Recovery in psychosis is increasingly recognised as more than merely symptom reduction, rather it is about rebuilding meaningful lives. Compassionate Mind Training (CMT) was trialled within community samples and found to reduce feelings of shame and self criticism that can act as barriers to recovery (Gilbert and Irons, 2004; Mayhew & Gilbert, 2008; Gilbert & Proctor, 2006). Forensic patients often suffer high levels of shame and stigma in relation to their illness, their crime and their detention (Laithwaite & Gumley, 2007). Laithwaite (2007) therefore developed and trialled a 'Recovery After Psychosis' (RAP) programme for forensic patients, based upon the principles of CMT. The programme has been found to have positive outcomes in terms of improving self esteem, and reducing both depression and general psychopathology (Laithwaite et al., 2009). Due to the constraints of quantitative methodologies this study was however, unable to explore the process of change that occurred from a patients' perspective. Aims: The current qualitative study aims to gain a better understanding of the process of change for participants of the RAP programme in order to inform both content and delivery methods of future programmes. Method: Semi structured interviews were conducted with eight participants, following their participation in RAP. All interviews were transcribed and analysed using Interpretative Phenomenological Analysis (Smith et al, 2009). Results: Six super-ordinate themes emerged in the patients responses: 'limited resources as consequences of upbringing'; 'mistrust'; 'the fragility of the mind'; 'institutional barriers to recovery'; 'self reflection and understanding' and 'personal development'. Discussion: The participants told of a journey of personal development. They discussed their upbringing and how this limited their academic abilities. They described feelings of mistrust and anxiety surrounding the 'power of their mind' during psychosis, and their fears of discussing any of these issues with others. The group setting appears to have been a unique environment that acted as a vehicle to facilitate change, overcome fears and normalise their experiences. The themes raised recommendations for improving the RAP programme and provided more general recommendations to improve the experience of hospitalisation of forensic mental health patients.
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Spiro, Monica. "Processes of transformation in a group psychotherapy intervention for single mothers." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1004375.
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South African and international statistics indicate that single mother families account for a large and growing proportion of the population. The economic, practical, and emotional stresses of single mothering have been documented and the experience of isolation that often accompanies their circumstances is noted in the literature. Group therapy has been utilised as a treatment plan with single mothers to provide social support and to help the women cope with stress. This thesis examines the experience of single mothers who attended a slow, open group therapy intervention for single mothers at the Child Guidance Clinic, University of Cape Town. The study is located in a feminist social constructionist tradition that recognises the multiplicity of social realities. It places the women's experiences at the foreground of the investigation so as to allow for insight into the socially constructed and first-order reality of the respondents. The research investigates the women's subjective experiences of single parenting; their experiences in the group and its impact on them; and their perceptions of group processes that may have facilitated transformation in their lives. Ten members of the single mother groups were selected for in-depth interviews. Five of the most recent graduates were interviewed and five more participants were selected as the five longest standing members currently participating in the groups. The participants' length of stay in the group at the time of interview varied between eight months and five years. The women were drawn from a range of race, class, cultural and educational backgrounds. The data was collected using individual semi-structured in -depth interviews. A constructivist grounded theory approach was employed to analyse the data. Results revealed the value of the group therapy intervention as a transformative experience for these women who face the challenges of being single parents. The participants highlighted the interpersonal factor of the group intervention as central to their experience and identified this relational aspect as the unique site of their emotional growth. The five interpersonal factors that were identified are: non-judgemental acceptance; support; commonality of experience; reciprocity; and challenge and confrontation between group members. Their accounts of personal changes brought about by participation in the group reflect internal intrapsychic transformations, which are understood in terms of increased se lf-acceptance, enhanced self-esteem, and improved self-confidence. Furthermore, their accounts of personal transformations include a reorganisation of their relational patterns from their immediate to their larger social context. The centrality of relational processes in this research reinforces contemporary theory of women's psychology, particularly theory emerging from the Stone Center, which offers a view of women's psychological growth as occurring in and through participation and engagement with others to achieve more mature and satisfying forms of relating. The accounts of personal and collective transformation provide further insight in to the concept of relational empowerment as it occurs in these groups and offer an understanding of the potentially restorative value of group therapy for single mothers. Future therapeutic interventions are considered and the need for further research in the field is discussed.
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Lusk, Alison Marie. "Assisting inmates' adjustment to prison : the effects of a group intervention /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102176.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 89-94). Also available for download via the World Wide Web; free to University of Oregon users.
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Bustos, Cristina E. 1979. "Parent experiences of a family-centered intervention: Examining ethnocultural group differences." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11228.
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xiii, 101 p.Ensuring that psychological interventions are well received and effective among ethnically and culturally diverse groups is at the forefront of psychological research. This study is a nonexperimental, posttest evaluation of differences between European American and ethnocultural group parents' perceptions of the Family Check-Up (FCU), a family-centered, ecologically and community-based intervention that provides family assessment, support, and motivation to change for families coming to counseling. Research has demonstrated the effectiveness of the FCU but has yet to evaluate parent perceptions of the FCU. This study examines features of intervention implementation that lead to treatment satisfaction and adherence by evaluating parent perceptions of (a) the FCU intervention, (b) therapist interpersonal qualities, and (c) therapist multicultural competence. Both parent and observational coder ratings of the intervention were assessed along these dimensions. In the first year of a longitudinal study of the FCU, data were collected from parents of children who attended three public middle schools in a metropolitan area of the Pacific Northwest. Within-subjects analyses were conducted to assure measurement validation and treatment fidelity. A between-subjects multivariate analysis of variance was utilized to examine ethnocultural group differences. Results revealed that all measures demonstrated high internal consistency reliability, high interscale correlations, and good construct validity. Results revealed high interrater agreement between parent ratings of treatment receipt and coder ratings of treatment delivery, indicating treatment fidelity. Results revealed no statistically significant differences in parent perceptions of the FCU intervention, regardless of parent ethnocultural group. Additional analyses demonstrated that observational coders rated family consultants who worked with ethnocultural group parents higher in multicultural competence than those who worked with European American parents. In summary, study results suggest (a) that the measures developed and adapted for this investigation were reliable and valid, and (b) that we found no evidence of perceived differences in the FCU intervention across ethnocultural group and European American parents. The FCU continues to be an intervention that can be successfully implemented among ethnically and culturally diverse families.
Committee in charge: Dr. Benedict McWhirter, Chair; Dr. Elizabeth Stormshak, Member; Dr. Joseph Stevens, Member; Dr. Thomas Dishion, Outside Member
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Wever, David H. "The effectiveness of a community-based marital distress intervention." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Ashford, Tamlyn M. "A study of the effectiveness of Psychoeducational group intervention in treating Alcoholism." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/3341.
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The purpose of this study was to examine the effectiveness of psychoeducational group techniques in reducing an individuals' level of alcohol intake. It was hypothesized that when one is more educated about alcoholism, and how the addictive behavior began, their level of alcohol intake will decrease. To test this hypothesis, the researcher monitored changes in the alcohol involvement of a middle-aged African American woman engaged
in psychoeducational group treatment. The researcher
monitored these changes by administering the subject a
standardized questionnaire developed by Hudson, before
intervention, during intervention, and after completion of
intervention. The results of the study show that by
involvement in psycho-educational groups and cognitive
therapy, the subject was able to reduce her overall level of
alcohol intake.
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Kay, Lindsay Olivia. "A process evaluation of an SEBD group intervention : implications for future implementation." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/a-process-evaluation-of-an-sebd-group-intervention-implications-for-future-implementation(4fd6251d-6eab-4b10-a4de-c98e1e271bd1).html.
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Social emotional and behavioural difficulties (SEBD) is one category of special educational needs that can have potential negative effects on children and young people (CYP) (e.g. Rusch & Chadsey, 1998; Cooper, 1999; Hallahan & Kaufman, 2000; Jull, 2008). One intervention that can be used with CYP with SEBD that draws on cognitive behavioural and solution focused approaches is the WhyTry Program (Moore, 2001), US-based studies into which have yielded largely positive effects (Eggett, 2003; Bushnell & Card, 2003; Baker, 2008; Mazzotta-Perretti, 2009; Joye & Alvarez, 2010). To date, there has been no published research into the effectiveness of this intervention in a UK context. The present exploratory process evaluation study aimed to fill this gap in the literature as well as consider implementation issues in order to strengthen the local evidence base for the intervention as part of the wider Targeted Mental Health in Schools Project (Department for Children, Schools and Families, 2008).Six male secondary age pupils formed the intervention group and three female staff co-delivered the intervention with the researcher. The intervention lasted for eleven weeks. The researcher took a mixed methods approach. Quantitative data in the form of school data and questionnaires administered to pupil participants were gathered pre- and post-intervention and at the follow-up stage. The questionnaires were the WhyTry Measure (WhyTry Organisation website), the Beck Disruptive Behaviour Inventory for Youth (Beck, Beck, Jolly & Steer, 2005) and the Beck Self-Concept Inventory for Youth (Beck et al., 2005). Qualitative data in the form of partial transcriptions of a focus group with the pupil participants and a semi-structured interview with the adult participants were gathered. A research diary was kept throughout the intervention and formed part of the data set. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using thematic analysis.This research yielded positive findings for the effectiveness of the WhyTry Program (Moore, 2001) with one group of pupils in a mainstream secondary school, as indicated by apparent improvements in pupil participants’ SEBD. This study has also provided detailed information regarding the effective implementation of the intervention in the focus school, which led to the development of a context specific model of effective implementation.
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Wolfe, Barat Jade. "Team feel: An exploration of a group resonance-based intervention and relationships." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27306.
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The purpose of this study was to explore and document the process through which a team of athletes and coaches felt and attempted to learn and apply resonance in a group context throughout a season. Resonance is a process that allows people to identify how they want to feel, prepare to experience that desired 'feel,' recognize obstacles that prevent them from feeling the way they want, and reconnecting when they are disengaged (Newburg, 2006; Newburg et al., 2002). Sixteen synchronized swimmers, one head coach, and one assistant coach participated in a group resonance based intervention over the span of a four month competitive season. The results, which are presented as two narratives, suggest that a group resonance process is possible. However, participants must be prepared to take ownership of this process and engage in challenging, deliberate work to incorporate their individual desired feel and the desired feel of others in the everyday experiences of a competitive team. This story also indicates that unresolved conflict can be detrimental to (a) relationships between athletes and coach, (b) performance, and (c) how people want to feel in the context of their sport.
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Lesesne, Catherine Ann. "Sense of Community and Participant Engagement in a Group-based Parenting Intervention." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04212005-112406/.
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Thesis (Ph. D.)--Georgia State University, 2005.Title from title screen. Gabriel Kuperminc, committee chair; James Emshoff, Julia Perilla, Lisa Armistead, committee members. Electronic text (129 p. : ill.) : digital, PDF file. Description based on contents viewed July 25, 2007. Includes bibliographical references (p. 111-119).
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Bland, Kirsten. "Evaluation of the community based group parenting intervention 'Getting through the day'." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4459.
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Childhood behavioural disorders affect up to 9% of UK children under the age of ten (Meltzer et al.,2000). The consequences of these difficulties are widespread, placing the dchild at greater risk for later psychopathology, unemployment, relatioship problems and criminal activity. The trajectory towards the development of behavioural difficulties presents a complex milieu of potential risk and protective factors. Individual risk factors includes cognitive deficits, premature birth and childhood physical illness, although these are tempered by interactions with environmental risk factors such as low socioeconomic status and parental factors such as parental self-efficacy and mental health. Parenting skills are consistently highlighted as a key factor for the mediation of behavioral difficulties, and consequently lend themselves to the most influential intervention approach - the group parenting programme. Despite a wealth of programmes available, strenth of content and supporting evidence base vary widely. Current approaches are outlined and critiqued. 'Getting throught the day' is a manualised group parenting programme developed to impact upon child behaviour, parental self-efficacy and parental wellbeing. The aim of the current study was to evaluate this resource in the community setting within which it is delivered. Following longitudinal design, group participants and parents of 'healthy controls' from local schools and nurseries completed the standarised assessment questionnaires Strenght and Difficulties Questionnaire (corroborated by teacher version), Parenting Stress Index-Short Form, Hospital Anxiety and Depression Scale and the non-standardised Tool to Measure Parenting Self-Efficacy. statistical analyses of Analysis of Variance and Analysis of Covariance were conducted as appropriate, Results indicate positive change for intervention group participants as compared to healthy controls across domains of parent self-efficacy and parent mental health. Results and clinical implications are discussed in the context of this valuable resource and the existing evidence base for group parenting interventions.
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Vince, Anita Jane. "Promoting success at school: a case study of a nurture group intervention." Thesis, University of Canterbury. Educational Studies and Human Development, 2007. http://hdl.handle.net/10092/2241.
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This case study was based on a programme that followed the Nurture Group concept in a Secondary School in New Zealand. The Success at School (SAS) programme was based within the school complex and consisted of a home classroom where students were provided with both an academic and social/ life skills programme. The nine selected students were all failing academically and socially within the Year 9 cohort. Academically, all students made some small gains in their literacy and numeracy skills and also on task behaviour. Socially, small gains were made by most students in their positive interactions with others and in decreasing their absences, suspensions, referrals from class and lateness to school. Eight of the nine students indicated an attachment/ trust relationship with their teacher and/ or teacher aide. However it is not clear if the small gains that were made by most of the students can be directly attributed to the Nurture Group concept. The small group size, 1:1 teaching, individualised learning programmes and the introduction of a social skills programme may also have contributed to the small academic and social gains the students made. This case study provides an insight into the adaptation of a United Kingdom (UK) primary school Nurture Group model to a New Zealand secondary school setting.
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Newcombe, Victoria Jane. "An Evaluation of a Group Intervention for the Parents of Youth Offenders." Thesis, University of Canterbury. Health Sciences, 2011. http://hdl.handle.net/10092/6430.
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Youth offending is an issue that receives attention at many levels, and which crosses the already broad domains of justice, education, mental health and social services. The role of parents in the development of antisocial behaviour, and their responsibilities with regard to addressing the consequences of this, are controversial. This article reviews a selection of interventions for managing teenage behaviour, and specifically criminal offending. A trend emerges from this review whereby the most effective treatments for young offenders are those that achieve change within the family system, not just the young person. The current study examined the effect of implementing Group Teen Triple P, one of a suite of well established and effective behavioural parent training programmes, with the parents of teenagers who had been recently involved in offending. The group was a collaborative partnership between Presbyterian Support, a non-government organization, and Child, Youth and Family Services, the national, statutory provider of care and protection and youth justice services. The six participating families had previously been involved with one or both of these agencies. Participants completed questionnaires and interviews at three data collection points, and the researcher also took part in aspects of the intervention. The results indicate positive changes within some of the participating families, but are inconsistent due to the drop-out rate and the reluctance of participating parents to consistently implement the skills and strategies learned. This unexpected but nevertheless important finding necessitated further consideration of the reasons why it occurred, and these are discussed in the context of earlier research into variables which influence attendance and adherence to parent training interventions. This study offers insights into the provision of behavioural parent training programmes with vulnerable, fragile or high-risk families.
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Oré, Luján Beatriz, Juan José Díaz, and Mary Penny. "Impact of a group intervention with mothers and babies on child development." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102106.
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This study evaluates the impact on child development of a group intervention with mothers and their eight-month-old babies from a marginal urban district of Lima. The groups, control and treatment, were randomized and child development was assessed before and after with the BSID-II. The intervention had a general positive impact in the children’s development, but no significant differences were found between both groups in the Mental Development Index or the Psychomotor Development Index. There was a significant effect (p < .05) in two of the BSID-II Behavioral Scale factors.Se evalúa el impacto de una intervención grupal, con madres y niños de ocho meses de edad, en el desarrollo de los niños, realizada en un distrito urbano marginal de Lima Metropolitana. La asignación a los grupos control y tratamiento fue aleatoria y se evaluó el desarrollo de los niños y niñas antes y después de la intervención con la BSID-II. La intervención tuvo un impacto general positivo en el desarrollo de los niños, pero no se encontraron diferencias significativas entre ambos grupos en el Índice de Desarrollo Mental o el Índice de Desarrollo Psicomotor. Se observó un efecto especialmente significativo (p < .05) en dos factores de la Escala de Comportamiento de la BSID-II.
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Clark, Angela K. "A Feasibility Study of a Group-based Opioid Overdose Prevention Educational Intervention." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427980151.
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Schnug, James R. "Learning to read in an intervention program and the classroom reading group /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055159194.
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Hood, Kristina. "The Impact of Ethnic Identity and Group Support on HIV Intervention Outcomes." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1740.
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The current study investigated if condom outcomes vary as a function of perceived group support (from members of the group) and ethnic identity among participants in an HIV prevention intervention. The peer-led intervention consisted of an empirically supported curriculum, Sisters Informing Sisters on Topics about AIDS (SISTA) with an additional component that addressed the role of alcohol/drugs in risky sexual behavior. Participants included 263 unmarried, heterosexual, African American women who were recruited from three universities. At post-test, perception of a supportive group environment was associated with positive attitudes towards condom use. In addition, ethnic identity was associated with positive attitudes toward condom use and with higher condom negotiation efficacy. However, the study hypotheses were not supported because after controlling for pre-test scores, partner status, and relationship length these associations were no longer significant. The findings also indicated that participants reported more consistent condom use and condom protective attitudes at post- than at pre-test. Findings suggest that further research is needed to understand the role that support and ethnic identity plays in interventions for African American women.
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Van, Brunt Robyn Alycia Zakalik. "An online support group intervention for Asian American lesbian and bisexual women." [Ames, Iowa : Iowa State University], 2008.
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Byram, Katie. "Trauma-Informed Multi-Tiered Systems of Supports| A Tier 2 Group Intervention." Thesis, Saint Mary's College of California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825771.
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This master’s thesis proposed an integrative group counseling intervention utilizing trauma-focused cognitive behavioral therapy (TF-CBT), attachment theory, and mindfulness for youth who have experienced Adverse Childhood Experiences (ACEs). The proposed group is intended as a Tier 2 support in a trauma-informed multi-tiered system of supports on a school campus; however, the group can be offered in mental health treatment settings. Synopses of the research described the symptomology of trauma, detailing the adverse consequences for youth who have experienced trauma, including the neurobiological impairments, mental health challenges, social limitations, maladaptive behavioral outcomes, harmful academic impact, and negative health outcomes. The literature review substantiated the probable benefits of the use each component of this integrative group counseling intervention to support youth with post-trauma difficulties. The integrative intervention is designed to reduce trauma symptomology, improve attachment patterns, and increase mindfulness in youth who have ACEs. Limitations, implications and recommended future research are discussed.
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Weiskittle, Rachel E. "The Efficacy of a Group Visual Art Bereavement Intervention with Older Adults." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5940.
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Research on expressive art interventions for bereavement has burgeoned in recent years. Studies have supported their effectiveness in facilitating participants’ adjustment to loss (e.g., Rosner, Kruse, & Hagl, 2010; Uttley, 2015) and have revealed the frequency with which they are clinically implemented (Thompson & Neimeyer, 2014). Clinicians and recipients of expressive art interventions advocate for their helpfulness in grief processing (e.g., Gamino, 2015). Publications have highlighted particular visual art modules that facilitate adaptive adjustment to loss by providing avenues for self-expression, meaning making and continuing bonds with the deceased (Neimeyer, 2016), but few studies have quantitatively investigated whether they improve bereavement outcomes. Efficacy of treatment modalities are especially warranted for bereaved subgroups at elevated risk for developing symptoms of complicated grief, such as socioeconomically vulnerable older adults, as they are among those most likely to benefit from intervention but face the most barriers to accessible treatment (Ghesquiere, 2013; Newson et al., 2011). This longitudinal study investigated the feasibility and efficacy of a 4-week grief support group with visual art modalities for bereaved older adults residing in government subsidized independent living facilitates in the community. Measured outcomes included meaning made from the loss, continued bonds with the deceased, perceived social support, personal growth, and negative bereavement experiences such as symptoms of complicated grief and depression. Findings from this study support the feasibility and acceptability of implementing an art-based grief support group for socioeconomically vulnerable older adults. Significant improvement was found in meaning made from the loss, personal growth, and negative grief symptoms. Depressive symptoms significantly decreased immediately following completion of the group, but these levels returned closer to baseline levels at one-month follow up. Participants who screened positively for complicated grief at baseline reported greater improvement in their negative grief symptoms and depression, consistent with the extant literature that the bereft in highest distress receive the most benefit from grief intervention. As complicated grief is more prevalent in the older adult population than other age groups, further investigation on the efficacy and effectiveness of targeted bereavement support is warranted.
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Elkatawneh, Hassan Hmoud. "Grievance Group Index, State Legitimacy Index, External Intervention Index, and Global Terrorism." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7288.
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The purpose of this quantitative cross-sectional study was to obtain a more accurate diagnosis of the factors that incite terrorism through examining the extent to which independent variables (the Group Grievance Index (GGI), the Legitimate State Index (LSI), and the External Intervention Index (EII)) can predict the dependent variable (the level of global terrorism (GTI)) for the period between 2006-2017. The study included data from the 162 member states of the United Nations, covering 99.7% of the world's population. Game theory and the political process theory provided the theoretical frameworks for the study. Multinomial logistic regression analysis was used to assess the effect of the interaction on the relation between GGI, SLI, EII, and GTI. The results of the study showed that the relationship between the level of terrorism and the independent variables varies according to the level of terrorism. Interaction between GGI, SLI, and EII was negatively associated with GTI in countries with low GTI risk with an adjusted odds ratio 0.99, but in the countries with a medium and high level of GTI, the relationship was positive, and the adjusted odds ratio was respectively 1.01 and 1.02. The findings benefit international and national security decision-makers by identifying the nature of the relationship between terrorism and the factors affecting it. As well, the importance of considering the interaction between variables that affect terrorism. The results of the study may serve to bring social change within government cultures in the third world when dealing with minorities and grievance groups. Furthermore, it may motivate third world nations to achieve legitimate representation within all social strata and push the international community to reduce interference in the affairs of other sovereign nations.
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Barker, Leslie Jayne. "Preventing anxiety disorders in youth : universal school-based intervention." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1193.
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Childhood anxiety disorders are highly prevalent, cause significant distress and functional impairment, are risk factors for depression, suicidal ideation and attempts, substance abuse and smoking, yet often go unrecognized and untreated. As a result, effective prevention and early intervention have become policy and research priorities.
This study evaluated the effectiveness of a universal school-based cognitive behavioural intervention in decreasing anxiety symptoms experienced by early adolescents during the transition from elementary to middle or secondary school. The role of gender, coping style, geographic location, and timing of the intervention were also assessed.
Participants were 722 grade 7 and 8 students (11 – 14 years) from 41 classrooms in 20 randomly selected public schools in British Columbia. Schools were randomly assigned to either the FRIENDS for Youth program provided within regular classrooms, one hour weekly for 10 weeks or to a waitlist control group. Self-reported anxiety, depression and coping, and parent and teacher assessed difficulties were assessed at pre-, post, and six month follow-up. Results were examined universally and for children who scored above the clinical cut-off for anxiety at pre-test.
Results indicate students, including those “at risk”, who participated in the FRIENDS for Youth program had lower anxiety than those in the control group at 6-month follow-up. Gender differences in self-reported anxiety as well as in response to the intervention were found, with girls, including those “at risk” reporting higher anxiety scores than boys, and intervention group girls reporting significantly lower anxiety scores at post-intervention and at 6-month follow-up compared to the control group.
Teachers assessed girls as having lower difficulties scores than boys, and intervention group girls reporting significantly lower difficulties scores at post-intervention than the control group. Grade 7 elementary students had significantly lower anxiety scores than middle school students and grade 7 students in the intervention group had significantly lower anxiety scores at post-intervention than the control group.
Overall, intervention effects on anxiety were small. For “at risk” participants and for girls, however, the intervention was effective. Results demonstrated a prevention effect with significantly fewer “at risk” students at 6-month follow-up in the intervention group than the control group.
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Ennis, Christina. "An Evaluation of Group Contingency Interventions: The Role of Teacher Preference." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5011.
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Disruptive behavior within classrooms is a major concern for teachers and parents. Positive Behavior Interventions and Supports (PBIS) provides a multi-tiered framework for schools to provide supports to students, which are matched to each student's needs. Whereas most students are successful with the school-wide supports provided to all students, approximately 20% of students are likely to require additional supports. Group contingencies have an established basis of support as effective Tier 2 interventions; however, these contingencies vary in a variety of dimensions that may influence their efficacy and acceptability. The purpose of this study was to evaluate the relative impact of four different group contingency types (independent, interdependent, dependent, and randomized) on class-wide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred contingency may enhance student behavioral outcomes. Three general education teachers and their students participated in the study. All four group contingency types resulted in reduced disruption and increased appropriate behavior across all three classrooms. No patterns of differentiation were observed in any classroom. Teacher preference was assessed with two teachers selecting independent and two teachers selecting dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both class-wide behaviors. Some evidence of generalization and maintenance was noted in all three classrooms.
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Nga, Nguyen Thu. "Neonatal Mortality in Vietnam : Challenges and Effects of a Community-Based Participatory Intervention." Doctoral thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-188252.
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Globally neonatal mortality accounts for 40% of under-five deaths. Participatory interventions where the local problems are addressed have been successful in some settings. The aim of this thesis was to describe challenges in perinatal health in a Vietnamese province, and to evaluate the effect of a facilitated intervention with local stakeholder groups that used a problem-solving approach to neonatal survival during three years. The NeoKIP trial (Neonatal Knowledge Into Practice, ISRCTN44599712) had a cluster-randomized design (44 intervention communes, 46 control). Laywomen facilitated Maternal-and-Newborn Health Groups (MNHGs) and used Plan-Do-Study-Act cycles to address perinatal health problems. Births and neonatal deaths were monitored. Interviews were performed in households of neonatal deaths and randomly selected live births. Use of health services was mapped. The primary healthcare staff’s knowledge on newborn care was assessed before and after the intervention. Neonatal mortality rate (NMR) was 16/1000 live births (variation 10 - 44/1000 between districts). Home deliveries accounted for one fifth of neonatal deaths, and health facilities with least deliveries had higher NMR. Main causes of death were prematurity/low birth-weight (37.8 %), intrapartum-related deaths (33.2 %) and infections (13.0 %). Annual NMR was 19.1, 19.0 and 11.6/1000 live births in intervention communes (18.0, 15.9 and 21.1 in control communes); adjusted OR 1.08 [0.66-1.77], 1.23 [0.75-2.01], and 0.51 [0.30-0.89], respectively. Women in intervention communes more frequently attended antenatal care, prepared for delivery and gave birth at institutions. Primary healthcare staff’s knowledge on newborn care increased slightly in intervention communes. This model of facilitation of local stakeholder groups using a perinatal problem-solving approach was successful and may be feasible to scale-up in other settings.NeoKIP project in Vietnam
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Piazza, Julia C. "Changes in Food Group Consumption and Dietary Quality In Overweight Postpartum Women." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313687121.
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Clarke, Annabel Elizabeth. "A feasibility Evaluation of a novel group psychoeducation intervention for post- stroke-fatigue." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/10597.
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Pathologic fatigue is not ameliorated by rest, is perceived as abnormal, and may be characterised as chronic; with multiple, often unknown causes. A significant proportion of stroke survivors experience persistent, significant post-stroke fatigue (PSF) affecting their daily lives. PSF independently predicts decreased functional independence, institutionalisation, and case-fatality. Evidence concerning the aetiology of, and risk factors for, PSF is currently limited and inconsistent. Intervention studies for management of PSF are rare. Patient psychoeducation programmes, which focus on sharing information about fatigue, and the principles and techniques of fatigue management, have been successfully utilized to alleviate fatigue associated with other medical conditions. The current study evaluated the feasibility and efficacy of a novel psychoeducation intervention for PSF when compared to more general stroke education. Empirically proven techniques were assembled into a 6-hour group psychoeducation Fatigue Management Group (FMG) programme, and contrasted with a 6-hour Stroke Education Group (SEG). Study measures included multiple fatigue measures, to ascertain the most appropriate fatigue measures to utilise with PSF, and mood and other functional outcome measures. The findings indicate that the FMG intervention was feasible and well tolerated by participants. Both groups experienced a significant reduction in PSF by the end of the programme, which may have been due to the choice of using a group format and/or a wide focus of psychoeducation materials. There was also significant improvement in social functioning for both groups, which was likely to be a benefit stemming from the socialisation opportunities afforded by the group format. The findings support the Fatigue Severity Scale, Short Form-36 Vitality subscale, and Checklist of Individual Strength as valid measures of PSF, whilst bringing into question the Visual Analogue Scale for Fatigue. The success of this feasibility study suggests that a full trial of the intervention on a larger scale would be a useful next step in alleviating PSF. A future trial should consider using three conditions, contrasting FMG with SEG and a usual care condition, thus enabling better understanding of whether effects related to unique or shared content material and/or to participation in a group.
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Wileman, Deborah. "Changing directions? : the experience of young offenders who attend a group based intervention." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/27669.
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Introduction: Youth crime has serious social and economic consequences for the young people involved, their families, communities and society. Group based interventions have demonstrated efficacy in reducing rates of recidivism but little is known about the experience of young people who attend such programmes. The current study aimed to explore the experiences that young people at risk of re-offending have of attending a group based intervention, to identify what factors impacted on how the young people experienced the intervention and to explore what impact attendance at the group had on the young people's lives during and after their attendance at the group. Method: Participants were six young people at moderate to high risk o f re-offending who had attended a group work intervention to address their anti-social behaviour. The group is a thirteen week intervention that aims to reduce recidivism, reduce endorsement of beliefs supporting anti-social, aggressive and offending behaviour and to increase capacity for social problem solving and moral reasoning. Semi-structured interviews were conducted and analysed using Interpretative Phenomenological Analysis (IPA). Results: From the analysis o f interview materials, five super-ordinate themes emerged that captured the participants' descriptions o f their experience of the intervention. These super-ordinate themes were Personal Development and Learning; Group Membership; Cognitive Shift; Relationships and Ending. Discussion: The results are discussed and consideration is given to the clinical implications. A methodological critique is provided along with reflections from the researcher.
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Beaton-Stokell, Dana. "Helping female survivors of childhood sexual abuse develop positive coping, a group intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0007/MQ45142.pdf.
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Smith, Tara Leigh. "Siblings of children with autism, psychological adjustment and the evaluation of group intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ50408.pdf.
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Johnson, Wanda Y. (Wanda Yates). "Group Counseling as an Intervention in Anger Expression and Depression in Older Adults." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331909/.
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Depression is believed to be the most prevalent mental dysfunction among older adults, and depression and anger are frequently linked in theory and in therapy. This study was undertaken to determine whether participation in group counseling sessions would increase awareness and expression of anger and decrease depression levels in women aged 65 and older. Treatment group members were compared to a matching control group. Both groups completed the Anger Self Report Questionnaire and the Beck Depression Inventory. Comparison of the ASR subscale scores, Awareness of Anger, Expression of Anger, Guilt, Condemnation of Anger, and Mistrust, revealed no significant differences between the treatment and control groups. However, the treatment group scored significantly higher on the BDI than did the control group. Analysis of variance of the ASR and the BDI, and the variables upon which the treatment and control groups were matched revealed some significant differences, and comparison of the women in this study with the two groups upon whom the ASR was validated showed this study's older women scored significantly lower than the validation groups on the ASR. The author concluded that six sessions is not long enough to effect change in either anger awareness or expression in older women, and more time is needed to establish group cohesiveness in older populations than that generally thought to be needed for younger populations. Replication of the study with men and women, and replication of Khe study using a longitudinal design is recommended in order to determine whether awareness and expression of anger change with age, or whether differences between older and younger populations are due to historical and environmental influences.