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Dissertations / Theses on the topic 'Intervention and prevention'

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Published: 10 December 2022
Last updated: 19 February 2023

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1

Dean, Mary MacRorie. "Affective Intervention: Beyond Campus Rape Prevention." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429315783.

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2

Baker, Derek Allen. "School Psychologists' Suicide Prevention and Intervention Readiness." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592305345170071.

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3

Innervik, Sanna, and Helena Lewin. "Postoperativt Delirium : Intervention och prevention ur ett omvårdnadsperspektiv." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-398151.

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Postoperative delirium is a common complication that occurs in elderly patients undergoing surgery with anaesthesia. This condition causes feelings of fear, discomfort and suffering for the patient. The aim with this study was to describe what interventions that can be used to prevent or treat postoperative delirium and what effect they have on the condition. This study is a systematic review with a descriptive design which examines existing research on nursing interventions with the aim of preventing and treating postoperative delirium. The study is based on nine scientific original articles, seven were randomized controlled trials and two were quasi experimental studies. The literature search was made through Cinahl, psycINFO and PubMed. When all studies had been examined the results showed multiple interventions and most of them had a preventive or treating effect on postoperative delirium. The interventions focus on different ways to affect the condition. Some of them are geriatric consultation, music therapy and family as caregivers. Postoperative delirium can be both prevented and treated through different kinds of interventions. This study contributes to expanded knowledge on how the condition can be managed, however further research is needed to provide increased evidence and prove which interventions that can provide the most effective affect on postoperative delirium.
Postoperativt delirium är en vanlig komplikation hos äldre som genomgått någon form av kirurgi under anestesi. Tillståndet innebär rädsla, obehag och lidande för patienten. Syftet med studien är att beskriva vilka omvårdnadsinterventioner som finns för att förebygga och behandla postoperativt delirium samt vilken effekt dessa har. Denna studie är en litteraturöversikt med beskrivande design som undersöker befintlig forskning kring omvårdnadsinterventioner med syfte att förebygga och behandla postoperativt delirium. Studien består av nio vetenskapliga originalartiklar, sju var randomiserade kontrollerade studier och två var kvasiexperimentella studier. Datainsamlingen genomfördes i databaserna Cinahl, psycINFO och PubMed. Efter att samtliga studier granskats framkommer ett resultat med flera olika omvårdnadsinterventioner där majoriteten har förebyggande eller behandlande effekt på postoperativt delirium. De interventioner som resultatet baseras på använder sig av olika sätt som tillståndet kan påverkas av. Några av dessa är geriatrisk konsultation, musikterapi och anhörig som vårdgivare. Postoperativt delirium kan förebyggas och behandlas på olika sätt via omvårdnadsinterventioner. Denna studie kan ge läsaren ökad kunskap om hur tillståndet kan hanteras, dock krävs det ytterligare forskning inom området för att ge ökad evidens och fastställa vilka typer av interventioner som har störst inverkan på postoperativt delirium.
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4

Patterson, Daren C. "Suicide procedures with youth prevention, intervention and postvention /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008pattersond.pdf.

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5

Scheurer, Brenda S. "Homophobia in Wisconsin schools prevention and intervention strategies /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000scheurerb.pdf.

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6

Schubert, Brittany L. "A UV protection intervention for skin cancer prevention." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341797.

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Thesis (Honors paper)--Florida State University, 2008.
Advisor: Mary A. Gerend, PhD, Florida State University, College of Arts & Sciences, Dept. of Psychology. Includes bibliographical references.
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7

Smedjegården, Robin, and Björn-Erik Sundqvist. "Prevention av substansmissbruk hos ungdomar : En litteraturstudie." Thesis, Umeå universitet, Institutionen för omvårdnad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-114779.

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Bakgrund: De vanligaste substanserna som ungdomar missbrukar är alkohol och narkotika. Narkotikamissbruket är en av de största orsakerna till hälsoproblem och dödsfall bland ungdomar och yngre vuxna i Europa. Alkoholen påverkar folkhälsan och ligger således bakom en stor andel olyckor, skador och våldsbrott.En vanlig konsekvens av missbruk och beroende av alkohol eller narkotika i ungdomsåren är försämrat studieresultat, antisociala och kriminella aktiviteter, en minskning av sociala aktiviteter, psykiska besvär samt utsatthet för våld och övergrepp. Det finns tydliga samband mellan hög alkoholkonsumtion och psykisk ohälsa. Syfte: Att beskriva preventiva interventioner för att förebygga substansmissbruk hos ungdomar. Metod: Sökningarna genomfördes i databaserna Cinahl, Pubmeb & Socindex. I litteraturstudien har åtta kvantitativa studier granskats och analyserats. Resultat: Analysen resulterade i tre domäner – en som i huvudsak baserades på skolinterventioner, en baserades på skolinterventioner med familjeengagemang och en domän med övriga interventionsprogram. Resultatet visade att sju av åtta interventionsprogram hade effekt i att minska substansanvändningen bland ungdomar. Konklusion: Substansmissbruk bland ungdomar har under det senaste decenniet ökat drastiskt, idag har de flesta ungdomar tillgång till Internet och kan därigenom lätt få tillgång till olika substanser. Ny forskning borde konstant bedrivas eftersom nya substanser hela tiden produceras och blir tillgängliga. Detta gör ämnet högst aktuellt och mer forskning behövs för att hitta nya adaptiva preventiva interventionsprogram.
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8

Garcia, Jennifer. "Teen dating violence prevention and intervention| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10024093.

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The purpose of this grant project was to obtain funding for a prevention and intervention program that provides services to youth that are at-risk or have been victims of dating violence. The goal of the project is to provide education, resources, prevention and intervention services for these teenagers in hopes of improving their future relationships. Mental Health & Addiction Services for Adolescents (MASA) Youth Services, a project of the California Hispanic Commission on Alcohol & Drug Abuse, Inc. (CHCADA) was selected as the servicing agency for this project.

An extensive literature review was conducted to examine the need for implementation of a dating violence program. The information gathered and the literature guided the grant writer to develop a grant that will meet the need for the selected population.

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9

Bingham, Adrienna N. "Controlling Infectious Disease: Prevention and Intervention Through Multiscale Models." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642581.

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Controlling infectious disease spread and preventing disease onset are ongoing challenges, especially in the presence of newly emerging diseases. While vaccines have successfully eradicated smallpox and reduced occurrence of many diseases, there still exists challenges such as fear of vaccination, the cost and difficulty of transporting vaccines, and the ability of attenuated viruses to evolve, leading to instances such as vaccine derived poliovirus. Antibiotic resistance due to mistreatment of antibiotics and quickly evolving bacteria contributes to the difficulty of eradicating diseases such as tuberculosis. Additionally, bacteria and fungi are able to produce an extracellular matrix in biofilms that protects them from antibiotics/antifungals. Mathematical models are an effective way of measuring the success of various control measures, allowing for cost savings and efficient implementation of those measures. While many models exist to investigate the dynamics on a human population scale, it is also beneficial to use models on a microbial scale to further capture the biology behind infectious diseases. In this dissertation, we develop mathematical models at several spatial scales to help improve disease control. At the scale of human populations, we develop differential equation models with quarantine control. We investigate how the distribution of exposed and infectious periods affects the control efficacy and suggest when it is important for models to include realistically narrow distributions. At the microbial scale, we use an agent-based stochastic spatial simulation to model the social interactions between two yeast strains in a biofilm. While cheater strains have been proposed as a control strategy to disrupt the harmful cooperative biofilm, some yeast strains cooperate only with other cooperators via kin recognition. We study under what circumstances kin recognition confers the greatest fitness benefit to a cooperative strain. Finally, we look at a multiscale, two-patch model for the dynamics between wild-type (WT) poliovirus and defective interfering particles (DIPs) as they travel between organs. DIPs are non-viable variants of the WT that lack essential elements needed for reproduction, causing them to steal these elements from the WT. We investigate when DIPs can lower the WT population in the host.
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10

McSweeney, Lorraine Ann. "Prevention of obesity : exploring strategies for intervention in preschool." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2707.

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The proportion of overweight and obese children in England has increased considerably since 1995. One in five children starting reception class is now overweight or obese. Proposed reasons for this are numerous and indeterminate. They include infant feeding methods, genetics, change in eating habits and patterns, and increased sedentary behaviours. The preschool years are considered to be an optimal time to intervene in an attempt to reverse this trend. However, interventions to prevent or treat overweight in preschool-age children in the UK are scarce, with most research being conducted in the US and Australia. Previous research has demonstrated some positive results in changing some health behaviours, however, positive trends in overall obesity rates are lacking. Further research to determine which prevention strategies and methods are acceptable and operational in a ‘real world’ setting is required. Ninety-eight per cent of UK preschool-aged children now attend some form of childcare. Preschool settings may provide valuable opportunities to access children and their families not only for promoting healthy lifestyles, but also to develop and evaluate behaviour-change interventions. This thesis presents a feasibility study of a behaviour-change nursery practitioner-led intervention conducted in four preschool centres in the North East of England. The study is underpinned by the MRC Framework: Developing and Evaluating Complex Interventions. The research was conducted in four phases: a preliminary qualitative study with parents of preschool children and nursery practitioners; development of a behavioural-change intervention; implementation of the intervention; and intervention evaluation. Qualitative data revealed underlying complex communication issues between practitioners and parents regarding food provision, and roles and responsibilities. Preschool centres appeared to have difficulties with enforcing school health policies. ‘Gatekeeper’ permission and lower-hierarchal compliance were on-going problems throughout the study. The majority of nursery practitioners and parents stated ‘liking’ and ‘finding’ the intervention methods and activities acceptable and positive changes in family health behaviours were reported. This study shows that a preschool centre behaviour-change intervention is feasible, however, as demonstrated, further work with nursery practitioners is required to determine how personal attitudes and school policy application can be enhanced to progress such an intervention. iii Feasibility studies of this type are important to inform further obesity prevention strategies research. The findings from this study are likely to have policy relevance and contribute to the body of literature.
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11

Dalhoe, Angela. "School counselors perceptions of current violence intervention/prevention programs." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dalhoe.pdf.

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12

Pritchard, Duncan. "Models and treatment relapse and a pilot prevention intervention." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/models-and-treatment-relapse-and-a-pilot-prevention-intervention(a8096325-39b5-4ce2-9648-5d73bde1ed14).html.

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Children and young people with intellectual and developmental disabilities (IDD) often present problem behaviours such as aggression and disruption. These behaviours can be successfully treated using Applied Behaviour Analysis (ABA). Unfortunately, despite effective treatment, the relapse of problem behaviour is common, especially when treatment integrity is not maintained. Behavioural Momentum Theory (BMT) suggests that the relapse of problem behaviour is likely to be greater if the behaviour has been reinforced at high rates. Chapter 1 provides an introduction into BMT, treatment relapse, and role-play training and its effect on treatment integrity. Chapter 2 presents a more detailed discussion of BMT and a review of three treatment relapse models (i.e., reinstatement, resurgence and renewal). Chapter 3 reports the results of two reinstatement and resurgence experiments that evaluated the effects of alternating rates of reinforcement on attention-maintained problem behaviour presented by a 16-year-old male with IDD. The two experiments demonstrated that that high rates of reinforcement can lead to greater magnitudes of treatment relapse. Chapter 4 describes a renewal experiment, again using alternating rates of reinforcement, that demonstrated similar findings. Chapter 5 reports the results of a long-term staff training programme that demonstrated that residential staff maintained high levels of treatment integrity following role-play training based on standardised scenarios than staff who received training via traditional methods. Chapter 6 discusses the implications of BMT and treatment relapse for practitioners and provides suggestions for future research.
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13

Taylor, Teresa, Jamie Branam Kridler, and Mary Langenbrunner. "Importance of Community Connections: Strategies for Intervention & Prevention." Digital Commons@Georgia Southern, 2016. https://digitalcommons.georgiasouthern.edu/nyar_savannah/2016/2016/84.

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Community connections play a vital role in strategies for intervention and prevention. An interactive presentation will focus on successful collaborations involving holistic approaches, service-learning and a comparison and contrast of communities (East Tennessee and the LA Watts District).
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14

Hall, Margaret. "Process evaluation of a child pedestrian injury prevention intervention." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/99.

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The Child Pedestrian Injury Prevention Project (CPIPP) is a rigorous school- and community-based intervention trial delivered to 2,500 children in their second, third and fourth year of schooling in three communities in Perth, Western Australia, from 1995 to 1997. The CPIPP was designed to improve children's pedestrian safety knowledge, their road related behaviors - crossing and playing, and to reduce their risk in, and exposure to, traffic. This thesis addresses the process evaluation of the CPIPP school-based intervention. The Curtin University Human Research Ethics Committee provided ethics approval for this project.Evaluation of previous school-based pedestrian safety programs has focused mainly on assessing outcomes with little or no process evaluation. An absence of process evaluation increases the likelihood of Type III error, that is, incorrectly attributing null or weak outcomes to a program that has not been adequately implemented.In each of the three study years, following a teacher training, teachers were asked to implement the school-based intervention. Each year this comprised nine 40-minute pedestrian safety lessons and home activities. Lessons included road crossing practise on real and simulated roads.Data were collected from the student cohort (n=1049) and their Grade 2, 3 and 4 teachers. Four process evaluation instruments were developed and administered in each of the three study years. These included one student instrument (work samples) and three teacher instruments (lesson log, teacher post-implementation questionnaire and classroom observation). Student outcome data including their pedestrian-related knowledge and road crossing and playing behaviours were assessed using a pre- and post-test self report questionnaire.The majority of teachers (70-97%) and students (72-84%) responded positively to questions about their satisfaction with the CPIPP Grades 2, 3 and 4 curricular. Evidence in student work samples demonstrated that teachers taught 76% (seven of nine lessons) of the Grades 2 and 3 curricular, and 68% (six of the nine lessons) of the Grade 4 curricular. Teacher self-reported implementation rates using a 'lesson log' were 88%, 81% and 60% respectively for the three curricular. Teachers reported practising road crossing on a real road in 21% (one lesson) of six designated crossing practise lessons in 1996 and 36% (two lessons) in 1997.Multivariate analyses revealed students pedestrian safety knowledge was significantly associated with teacher implementation of the classroom curriculum. This relationship was one of dose-response. It demonstrated students who, each year, received at least 7 lessons (81% or more) of the three CPIPP curricular showed a greater improvement in pedestrian safety knowledge than those students who received a lower dose of the curriculum. Significant effects on pedestrian safety knowledge were also observed for students who, each year, practised crossing a real road in at least one lesson (17%) of the curriculum. The relationship between implementation and student road crossing and road playing behaviours was not one of dose-response.Student work samples, teacher lesson logs and to a lesser extent teacher self-report questionnaires, were found to be valid measures of curriculum implementation. This study also found that implementation of the CPIPP curriculum achieved a modest improvement in student pedestrian safety knowledge and possibly arrested the decline of safe road crossing behaviour. It also demonstrated that classroom pedestrian safety education alone, while necessary, is not sufficient to positively modify children's road crossing behaviours.The findings of this study demonstrate the importance of measuring teacher implementation. A process evaluation is essential to determine if an intervention has been implemented and to help explain the impact this level of implementation had on program outcomes. However, more research needs to explore the link between other factors in the process of curriculum delivery and program effects. Further research also needs to determine how to develop and measure an intervention that includes the key procedures and content that theoretically promote the desired behaviour, but also allows teachers to make adjustments to the program to suit their teaching style and the needs of their students.Child pedestrian injury is a complex problem that requires a multifaceted intervention, of which a classroom curriculum can form part.
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15

Hall, Margaret. "Process evaluation of a child pedestrian injury prevention intervention." Curtin University of Technology, School of Public Health, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11727.

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The Child Pedestrian Injury Prevention Project (CPIPP) is a rigorous school- and community-based intervention trial delivered to 2,500 children in their second, third and fourth year of schooling in three communities in Perth, Western Australia, from 1995 to 1997. The CPIPP was designed to improve children's pedestrian safety knowledge, their road related behaviors - crossing and playing, and to reduce their risk in, and exposure to, traffic. This thesis addresses the process evaluation of the CPIPP school-based intervention. The Curtin University Human Research Ethics Committee provided ethics approval for this project.Evaluation of previous school-based pedestrian safety programs has focused mainly on assessing outcomes with little or no process evaluation. An absence of process evaluation increases the likelihood of Type III error, that is, incorrectly attributing null or weak outcomes to a program that has not been adequately implemented.In each of the three study years, following a teacher training, teachers were asked to implement the school-based intervention. Each year this comprised nine 40-minute pedestrian safety lessons and home activities. Lessons included road crossing practise on real and simulated roads.Data were collected from the student cohort (n=1049) and their Grade 2, 3 and 4 teachers. Four process evaluation instruments were developed and administered in each of the three study years. These included one student instrument (work samples) and three teacher instruments (lesson log, teacher post-implementation questionnaire and classroom observation). Student outcome data including their pedestrian-related knowledge and road crossing and playing behaviours were assessed using a pre- and post-test self report questionnaire.The majority of teachers (70-97%) and students (72-84%) responded positively to questions about their satisfaction with the ++
CPIPP Grades 2, 3 and 4 curricular. Evidence in student work samples demonstrated that teachers taught 76% (seven of nine lessons) of the Grades 2 and 3 curricular, and 68% (six of the nine lessons) of the Grade 4 curricular. Teacher self-reported implementation rates using a 'lesson log' were 88%, 81% and 60% respectively for the three curricular. Teachers reported practising road crossing on a real road in 21% (one lesson) of six designated crossing practise lessons in 1996 and 36% (two lessons) in 1997.Multivariate analyses revealed students pedestrian safety knowledge was significantly associated with teacher implementation of the classroom curriculum. This relationship was one of dose-response. It demonstrated students who, each year, received at least 7 lessons (81% or more) of the three CPIPP curricular showed a greater improvement in pedestrian safety knowledge than those students who received a lower dose of the curriculum. Significant effects on pedestrian safety knowledge were also observed for students who, each year, practised crossing a real road in at least one lesson (17%) of the curriculum. The relationship between implementation and student road crossing and road playing behaviours was not one of dose-response.Student work samples, teacher lesson logs and to a lesser extent teacher self-report questionnaires, were found to be valid measures of curriculum implementation. This study also found that implementation of the CPIPP curriculum achieved a modest improvement in student pedestrian safety knowledge and possibly arrested the decline of safe road crossing behaviour. It also demonstrated that classroom pedestrian safety education alone, while necessary, is not sufficient to positively modify children's road crossing behaviours.The findings of this study demonstrate the importance of measuring teacher implementation. A process evaluation is ++
essential to determine if an intervention has been implemented and to help explain the impact this level of implementation had on program outcomes. However, more research needs to explore the link between other factors in the process of curriculum delivery and program effects. Further research also needs to determine how to develop and measure an intervention that includes the key procedures and content that theoretically promote the desired behaviour, but also allows teachers to make adjustments to the program to suit their teaching style and the needs of their students.Child pedestrian injury is a complex problem that requires a multifaceted intervention, of which a classroom curriculum can form part.
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16

張耀中 and Yiu-chung Edward Cheung. "The effectiveness of prevention intervention for adolescent on drug abuse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47657492.

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Background This paper provides an updated review of the literature on drug prevention programmes (from 2001 to July2011) and reports the findings from these previous studies on the effectiveness and nature of present drug prevention practices. Relevant data on the effectiveness of drug prevention intervention among adolescents has been summarised and examined. In addition, this paper identifies various essential elements that have the potential for creating and providing effective drug prevention strategies, whether to prevent substance misuse or to minimise the harm caused. Different prevention strategies will also be discussed, including: social influence approach, refusal skill training, and motivational interviewing. Design The paper will conduct a review of the previous literature. Aims This literature review proposes to: 1. Review all of the published evidence from research which was conducted between 2001and 2011 on the effectiveness of drug prevention programmes for adolescents. 2. Identify findings and recommendations regarding the content, approaches, format, theoretical bases, and methods associated with an effective drug prevention program. 3. Discuss any potential or proved effective components on a drug prevention program in tackling such drug abuse problems. Methods Two searching engines (i.e. PubMed and Medline) were used to find the relevant papers and journals which have been published within the past ten years (i.e. 2001 to 2011). Studies about the evaluation of the effectiveness of drug education and prevention strategies, targeting the most vulnerable group (i.e. aged between 12 and 25) were included. Results Twenty four studies met the criteria and were reviewed in depth. Thirteen of them evaluated the effectiveness of school-based interventions, including the school-based drug testing program. The remaining papers evaluated the effectiveness of non-school based prevention interventions in different approaches such as social influence, parental cooperation, refusal skills education, and life skills training. Conclusions Social influence approaches were evidenced as the most effective intervention to prevent drug abuse. Interventions that are conducted interactively (e.g. simulated scenario and role-playing) are more effective than providing normative information. Gender differences were found in some of the interventions. However, it is recommended that further research should be conducted to evaluate these results.
published_or_final_version
Public Health
Master
Master of Public Health
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17

James, Janet. "Preventing childhood obesity : a school-based intervention trial - CHOPPS - the Christchurch Obesity Prevention Programme in Schools." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/385141/.

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18

Donia, Magda Maryam B. L. "RDP, a management intervention in the prevention of survivor syndrome." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0020/MQ54301.pdf.

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19

Empelen, Pepijn van. "AIDS prevention among Dutch drug users an intervention mapping approach /." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=5986.

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20

Gasca, Karla. "A Comprehensive Bullying Prevention and Intervention Program a Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784467.

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The purpose of this project was to locate a potential funding source and write a grant to fund a comprehensive bullying prevention and intervention program at Southeast Middle School (SEMS) in Los Angeles Unified School District (LAUSD). An extensive literature review was performed to investigate the prevalence, long-term effects, theoretical frameworks and programs developed to address bullying and cyberbullying victimization. The literature reviewed revealed that a school-based bullying prevention program is highly needed due to approximately 30% of United States students in grades 6–10 having reported involvement in moderate or frequent bullying. The proposed program will take a whole-school approach to reduce bullying, by implementing both prevention and intervention components of Second Step for students, teachers, staff, and parents at SEMS. The overall goal of Second Step program is to build a connected school culture, peer relationships, and reduce bullying and violence on campus. Students will participate in classroom activities to build empathy, impulse control, and anger management skills. Teachers will be trained on how to implement Second Step; the program will be implemented at all grade levels (once a week for 50 minutes) and reduce peer conflict by 50%. The Joseph Drown Foundation was the closest fit that could provide funding for the proposed program, considering the types of populations of interest, the foundation's mission, and funding priorities. If funded, this program would enhance students coping capacities at SEMS to prevent bullying victimization. Actual submission of and/or funding of this grant proposal was not required for successful completion of this project.

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Chase, Allison Kullen. "Eating disorder prevention : an intervention for "at-risk" college women /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008297.

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Nebel, Melanie Anne. "Prevention of disordered eating among college women: A clinical intervention." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187085.

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A preventative intervention program was administered to a non-clinical population deemed at risk for the development of eating disorders. Two-hundred and three women from a large southwestern state university who belonged to four campus sororities participated in the intervention. Members of the two sorority houses served as the control group while members of the other two houses served as the experimental group during the eight-week intervention. The intervention consisted of five workshops involving risk factors identified with anorexia nervosa and bulimia nervosa. The intervention included workshops on basic information on eating disorders, exercise, stress management, nutrition, self-esteem, and body image. Compared to the control group, the experimental group displayed significantly lower scores on the Ineffectiveness sub-scale and the Bulimia sub-scale of the Eating Disorder Inventory. The present study demonstrated that a population highly susceptible to disordered eating, was open to and positively affected by, an intervention procedure.
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Hirsch, Jameson K., L. Wingate, C. Bryan, Peter C. Britton, C. Genest, and K. Rasmussen. "A Positive Psychological Approach to Suicide Research, Prevention and Intervention." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/601.

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Kridler, Jamie Branam. "Defining Youth Violence and Identifying Strategies for Intervention and Prevention." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/5854.

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Hingle, Melanie Daniela. "Trans-community Approaches to Childhood Obesity Prevention and Treatment." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196067.

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The Trans-community Approaches to Childhood Obesity Prevention and Treatment Study (Activa Y Sana) was a two-year (August 2006 to May 2008) intervention in one hundred and forty-one 3rd and 4th grade children and their parents from four schools in the Sunnyside School District in Tucson, Arizona. Activa was designed to expand upon schools as an intervention venue, and was the first to test the feasibility and impact of a multi-level, or "trans-community" approach (involving children, their parents or caregivers, schools, and community agencies) on the prevention of childhood weight gain in an at-risk Mexican-American population.Families were assigned to one of three interventions, depending upon which school the child attended: Level 1, state-mandated nutrition- and physical activity-based health curricula; Level 2, Level 1 curricula plus an after-school program; or Level 3, Level 1 + Level 2 activities, plus a family intervention.Primary endpoints of this study were changes in child BMI z-score, % fat, abdominal circumference, activity levels and food intake, psychosocial characteristics and correlates of these measures.The three manuscripts contained herein represent the main findings of this pilot study. Identifying potential mediators and describing their influence on childhood overweight is essential to development of successful interventions. In Study #1, the findings for the examination of correlates of child BMI z-score and % fat are reported. Activa Y Sana was designed to test whether combining different levels of intervention would have a greater impact on child weight. In Study #2, the results of this trans-community intervention on child weight status is discussed. The majority of evidence-based obesity prevention programs in use today were not designed with minorities in mind, and the continued scarcity of research in Latino populations has hindered the development of culturally-competent interventions that might reduce overweight prevalence. The challenges encountered while implementing Activa Y Sana, a population-specific intervention, are described in Study #3.The results from this research may be used to help inform the design of future intervention programs with the goal of reducing the burden of obesity in Mexican-American children, currently the fastest-growing segment of the U.S. population.
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Miller, David Teekell. "The establishment of a suicide prevention ministry team." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Nash, Julia Christine. "Early intervention as a crime prevention strategy assessing the empirical evidence /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1148064221.

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Thesis (M.S.)--University of Cincinnati, 2006.
Title from electronic thesis title page (viewed Sept. 13, 2006). Includes abstract. Keywords: early intervention; crime prevention; Functional Family Therapy; Multisystemic Therapy; Juvenile Justice System; Juvenile Justice; Cost Effectiveness; Public Policy; cognitive behavioral. Includes bibliographical references.
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Cox, Kay Kennedy. "A ministry of prevention, intervention, and concern related to chemical dependency." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Maathuis, Patrick Gerardus Maria. "Detection, prevention and direct post-operative intervention in orthopaedic implant infection." [S.l. : Groningen : s.n. ; University Library Groningen] [Host], 2007. http://irs.ub.rug.nl/ppn/304900753.

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Golan, Guy D. "Countering violent extremism| A whole community approach to prevention and intervention." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065201.

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The United States national strategy for Countering Violent Extremism is broadly written and currently does not provide the framework necessary to combat homegrown violent extremism and the foreign fighter phenomenon. The threat of foreign terrorist organizations targeting the United States through a 9/11-style attack has become overshadowed by the threat of homegrown violent extremists and lone-wolf attacks. The purpose of this thesis is to gain a comprehensive insight into how intervention is used within the context of a counter-terrorism preventative strategy. How can intervention be used to disengage radicalizing individuals whose expression of extremist ideology involves committing violent acts? Furthermore, it is anticipated that the most appropriate methods for applying such an intervention program, in the pre-criminal space, can be most successful through interagency collaboration and a Whole Community approach. Such a system leverages partnerships between local, state, and federal government agencies, nongovernmental organizations, and community-driven initiatives. This paper analyzes specific case studies of socio-political landscapes, individuals who have radicalized to violent extremism, and intervention programs from Denmark, Canada, the United Kingdom, and the United States. The results of the analysis provide recommendations for implementing a nation-wide intervention program in the United States.

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Eriksson, Anna. "Prevention och intervention i specialpedagogens arbete med problematisk skolfrånvaro i grundskolan." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84154.

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Syftet med denna uppsats är att utifrån en systemteoretisk ansats öka kunskaperna om hur specialpedagogen kan arbeta preventivt och intervenerande med problematisk skolfrånvaro  och om vilka insatser som är mest effektiva för att komma tillrätta med problematisk skolfrånvaro. Studiens empiriska material är hämtat från 26 forskningspublikationer och metoden är en systematisk litteraturstudie. Resultatet visar på komplexa orsakssamband bakom problematisk skolfrånvaro, orsaker på individ-, skol- och organisationsnivå, och som en följd av detta att insatser på samma tre nivåer krävs för att arbetet för att komma till rätta med problematisk skolfrånvaro ska bli effektivt. Det systemteoretiska perspektivet bidrar till att ge en fördjupad förståelse för komplexiteten i problemet samt vikten av komplexa förklaringar och även nya infallsvinklar och alternativa åtgärder i arbetet med den problematiska skolfrånvaron i relation till varje elevs behov.
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NASH, JULIA CHRISTINE. "EARLY INTERVENTION AS A CRIME PREVENTION STRATEGY: ASSESSING THE EMPIRICAL EVIDENCE." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148064221.

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TUNCEL-KARA, E. SETENAY. "HEALTH AND SAFETY INTERVENTION FOR PREVENTION OF MUSCULOSKELETAL AND STRESS DISORDERS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178314152.

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Rogers, Catherine Ann. "Simple Suppers: Findings from a Family Meals Childhood Obesity Prevention Intervention." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492688206338527.

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Stauffer, Sterling V. "High School Teachers' Perceptions of Cyber Bullying Prevention and Intervention Strategies." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2778.

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Results from recent meta-analyses have indicated that bully prevention programs tend to produce little discernable change in student behavior. Possible reasons include a lack of teacher buy-in and teachers' questioning about the effectiveness of such programs. Teacher buy-in is an essential ingredient when implementing and maintaining effective school-based interventions, including bully prevention programs. In order to examine teachers' perceptions, a questionnaire was administered to 66 high school teachers in a western U.S. urban high school. The questionnaire examined teachers' attitudes regarding the impact of cyber bullying on students; which intervening strategies teachers were likely to use when dealing with cyber bullying; and which prevention strategies would be most helpful in preventing cyber bullying at school. Descriptive statistics and effect sizes (Cohen's d effect size) were used to describe teachers' perceptions. Based on participants' responses, about 25% of teachers indicated that cyber bullying does not have long lasting negative effects, and that cyber bullying prepares students for life. When addressing cyber bullying, teachers were most likely to report incidents to administrators, talk to the cyber bully, and talk to the victim. Approximately 42% of teachers indicated that a formal bully prevention program that addressed cyber bullying should be implemented. Of proposed strategies to decrease cyber bullying, teachers perceived the following strategies as most helpful: increased parental involvement, warning students about consequences for cyber bullying, and increased consequences for cyber bullying. Administrators are encouraged to survey and consider teachers' perceptions before implementing formal bully prevention programs that target cyber bullying. Additionally, strategies should be considered to foster greater teacher buy-in, thus improving intervention fidelity and ultimately creating a unified effort focused on decreasing student cyber bullying.
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Chagoya, Charleena Sharon. "SUBSTANCE ABUSE CYCLE INTERVENTION AND PREVENTION FOR CHILDREN OF SUBSTANCE ABUSERS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/310.

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This research project addresses the substance abuse cycle intervention and prevention strategies used amongst individuals who are a part of generational substance abuse. Participants were recruited from an inpatient drug rehabilitation center in Southern California. Qualitative interviews were conducted in order to gain additional knowledge on this topic. The interviews were audio recorded, transcribed, and then analyzed by the researcher. Participants’ first hand experiences contributed to a better understanding of effective ways to address this cycle. The results consisted of the following themes: childhood substance abuse, environmental influence, Child Protective Services involvement, problem recognition, structure, counseling, relationships, higher power, positive attitude and hope for the future. Contributions to social work practice are discussed along with recommendations for future research. Findings were given to California State University, San Bernardino and were provided to the drug rehabilitation center used in this study.
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Matthews, Shannon. "The Experiences of Elementary School Counselors in Bullying Intervention and Prevention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7488.

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Bullying has become a focus in American society over the past several decades due to publicized bullying cases and the impact bullying has on victims. Researchers have conducted studies to determine the definitions, causes, and results of bullying. This phenomenological qualitative study examined the experiences of elementary school counselors (Pre-K–5th grade) who have implemented antibullying programs. Using distributive leadership theory as a lens, purposeful sampling was used to recruit 8 elementary school counselors from a targeted East Texas area of similar populations and enrollment numbers. Interview data was analyzed using NVivo software and thematic analysis, which revealed 5 major themes: differing bully definitions, available options for possible bully interventions, specific school policies for intervening in bullying incidents, the diversity of role of the school counselor, and suggested improvements needed. The emerging themes from this study highlight areas of importance to create a positive impact on change that will provide elementary school counselors and administrators insight to motivate increasing antibullying programs, and hence, lessen elementary school bullying.
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Thebaud, Veronique C. "Effect and process evaluations of an early childhood obesity prevention intervention." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84154/1/Veronique_Thebaud_Thesis.pdf.

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The thesis develops a summative evaluation framework of the NOURISH Randomised Controlled Trial, and applies this to a selection of maternal feeding choice outcomes of the programme. The research is based on an ecological model of the complex set of factors that need to be acted upon to address childhood obesity. The novel approach extends the standard RCT effect evaluation, while also conducting an in-depth evaluation of the process of programme development and implementation. Research findings identify adaptations of intervention delivery that could improve its effectiveness and translatability, in a new cycle of the programme.
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Djukanovic, Ingrid. "Depression in late life-prevalence and preventive intervention." Doctoral thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60554.

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Background Depression in older people often goes undetected but has severe consequences on physical health, functioning and quality of life. As the aging population is growing, mental ill-health already is and will continue to be an important public health problem. There is a need for adequate strategies to meet this challenge. Aims (1) To investigate the prevalence of and the association between depressive symptoms and loneliness in relation to age and sex in a random Swedish sample in the age group 65-80 years, and to investigate to what extent those scoring ≥ 8 in the depression dimension of the Hospital Anxiety and Depression Scale (HAD) had visited health care professionals and/ or used antidepressive medication. (2) To evaluate the effect of group discussions, in which structured reminiscence and a Problem Based Method (PBM) were used, on depressive symptoms, Quality of Life (QoL) and Self-Rated Health (SRH) among older people. (3) To describe the individual´s experiences of the year before and the time after retirement. (4) To evaluate the factorial structure of the HAD in a general older population 65-80 years and to examine the possible presence of differential item functioning (DIF) related to sex. Result More men than women reported depressive symptoms, few were offered psychological treatment and a quarter used antidepressant medication. Depressive symptoms were associated with loneliness and this association decreased with increasing age.   Participation in group discussions resulted in a decrease in depressive symptoms and an increase in QoL and SRH. Both expectations and fears were experienced the year before and the time after retirement. The psychometric evaluation of the HAD showed a two-factorial structure and invariance regarding sex. Conclusion The result highlights the importance of detecting depressive symptoms and loneliness in older people and offer adequate treatment. Transition into retirement should receive more attention both from a health care and organizational perspective. Group discussions with structured reminiscence and PBM as a nursing intervention, seem to be a promising method to prevent depressive symptoms in older people, but further research is needed. The HAD can be recommended to assess anxiety and depression among a general population 65-80 years old.
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Latimer, Jeff 1967. "Youth delinquency, family intervention treatment and recidivism : a meta-analysis." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29947.

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This thesis explored the relationship between youth delinquency, family intervention treatment and recidivism through a meta-analysis of existing literature. Fifty individual effect size estimates were derived from thirty-five experimental research studies examining the impact of involving families in the treatment of young offenders. Initially, family intervention treatment was found to significantly reduce the recidivism of young offenders compared to non-familial responses to youth crime. Methodology, however, was found to be a crucial determinant of the reported effects of treatment; studies using less rigorous methods tended to produce significantly higher rates of success than studies using more rigorous methods. In terms of treatment characteristics, programs treating younger offenders and programs with voluntary participation displayed significantly lower levels of reported recidivism. The results suggested the need to develop more rigorous methods and reporting practices and to target younger offenders with voluntary family-based interventions.
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Foconi, David, and Nawed Omar. "Sjuksköterskans roll i förebyggande åtgärder för att förhindra trycksår : En beskrivande litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19537.

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Cannon, Danielle Ann. "Paraeducators: Gatekeepers to Youth Suicide Prevention." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4092.

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For youth between the ages of 10 and 24, suicide is the third leading cause of death. School-aged youth that struggle with suicidal thoughts often express their feelings to peers and some trusted adults. Generally, these trusted adults work in school settings. Potentially, teachers and staff can serve as vital gatekeepers to identify and support students who struggle with suicide ideation. In particular, paraeducators, who are often seen as less of an authority figure, become easier to approach due to the personal relationships created in small groups and one-on-one interactions with students. If trained in suicide prevention, paraeducators, who work closely with students and are part of the local community, could become an important gatekeeper. The current study sought to investigate paraeducators' perceptions of the following questions: (a) Are paraeducators approached by students with suicide ideation? and (b) How are paraeducators currently responding to suicidal students? The final purpose of this survey was to collect information that informed and supported the implementation of training for paraeducators in the area of school-based suicide prevention and intervention. This study's survey was distributed in an urban Utah school district to 854 paraeducators. Of the 854 surveys, 77 surveys were completed by paraeducators (9% participation rate). Of the participating paraeducators, 32% reported being approached by a student who expressed suicidal thoughts. Paraeducators indicated that their most frequent response to suicidal students was to provide counsel (39%), whereas to tell supervising teachers or administrators was listed as their third or fourth response option. Most paraeducators (97%) perceived that their role included reporting a student at-risk for suicide, however most (67%) reported having no suicide training or being unsure of what training was available. This lack of training is problematic due to the number of paraeducators being approached by students expressing thoughts of suicide. Additionally this research supports the need to train school support staff.
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Volkenant, KristiLynn R. "Change in Coping Behaviors of Fourth-graders Following a 13-week Intervention." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1190821178.

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44

Ward, Kimberly D. "Interdisciplinary assessment and intervention tools for fall prevention in decreasing fall rates." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591642.

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This thesis summarizes research and draws overall conclusions from the body of literature on fall prevention interventions to provide hospitals with a basis for developing evidence-based fall prevention programs in the hospital setting. Data was obtained from published studies. Articles were retrieved that focused on fall interventions in the hospital setting. An analysis was performed based on levels of evidence using an integrative review process. Multifactorial fall prevention intervention programs included fall-risk assessments, fall-risk alerts, environmental and equipment modifications, staff and patient safety education, medication management targeted to specific types, and additional assistance with transfers in both falls and fall injuries in hospitalized patients. Hospitals need to reduce falls by using multifactorial fall prevention programs using evidence-based interventions to reduce falls and injuries.

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45

Johnson, Sharon Mary. "Transpersonal practices as prevention intervention for burnout amongst HIV/AIDS coordinator teachers." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/2632.

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Thesis (MA (Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The impact of transpersonal psychology techniques presented in Capacitar workshops as a prevention intervention for burnout amongst HIV/Aids coordinator teachers has not been studied to date in South Africa. This research project utilised a mixed-method approach in a pre-test and post-test quasi-experimental design. Educators from South Metro, who were HIV/Aids co-ordinators in their schools, were invited to attend six days in total of Capacitar workshops. Measures of their levels of stress and burnout were taken before and after the intervention. Thirty teachers volunteered to take part in the workshops and 27 completed the training. A control group (n=27) was chosen from a group of teachers in the Central and South Metros of the Western Cape, South Africa. The Capacitar workshops were presented by facilitators who had been trained and accredited by Dr Pat Cane, founder of Capacitar International, California, USA. The overall theoretical perspective adopted in the transformative approach was transpersonal psychology. While equal priority was given to both the quantitative and qualitative legs of the study, the quantitative data were gathered first. The Beck Anxiety Inventory (BAI) was used to measure anxiety and the Copenhagen Burnout Inventory (CBI) was used to measure three dimensions of burnout: personal, work and client burnout. The means of the intervention and control groups of teachers were found to be similar on the BAI and CBI prior to the intervention. After the workshops, there were significant reductions in anxiety, personal and work burnout in the post-test measures of the intervention group. There were also significant differences in personal and work burnout of teachers between the intervention and control groups. Although reduction in the levels of anxiety and client burnout (working with children) was evident in the intervention group, this was not significant. The control group showed no significant improvement on any measures and in some cases, levels of burnout increased. Qualitative data in the form of global analysis of focus group interviews provided insights into the experience of workshop delegates, and their teaching contexts. To cope with work and personal stressors, teachers turned to physical (n=29), mental (n=17) and spiritual activities (n=15), with many (n=19) using negative coping tools. Individual line sketches, a collage of outliers and mind maps, together with portraits of delegates, highlighted the context and experiences in the Capacitar workshops. As a result of exposure to transpersonal practices, HIV/Aids coordinator teachers were first able to start the process of healing themselves, and then turn to their families, learners and the community at large to share the tools offered. The qualitative data also yielded sixteen themes: Increased consciousness; personal empowerment; role empowerment as carers; emotional intelligence; mindfulness; heart coherence; processing traumatic pain; multiculturalism; self-acceptance; light heartedness; interconnectedness, sharing; forgiveness; holistic, right brain healing; changing brain patterns; mind-body-spirit integration and a return to wholeness. The results of this study showed both quantitatively and qualitatively that transpersonal psychological techniques mediated burnout amongst HIV/Aids coordinator teachers in Metro South, Western Cape Education Department, Mitchells Plain, Cape Town. Recommendations are made in the light of the findings and the limitations of the study.
AFRIKAANSE OPSOMMING: Die impak van transpersoonlike sielkundige tegnieke wat aangebied is in Capacitar werkswinkels, as „n voorkomings-intervensie rakende uitbranding op onderwysers wat as MIV/Vigs ko-ordineerders funksioneer, is nog nie voorheen in Suid-Afrika ondersoek nie. Hierdie navorsingsprojek het „n kwantitatiewe-kwalitatiewe benadering gebruik met ‟n vooren natoets kwasi-eksperimentele ontwerp. Opvoeders van die suidelike metropool/grootstad wat werk as MIV/Vigs ko-ordineerders in hulle skool, is uitgenooi om altesaam ses dae van die Capacitar werkswinkels by te woon. Die deelnemers se vlakke van stres en ooreising is voor en na die intervensie gemeet. Dertig onderwysers was gewillig om deel te neem aan die werkwinkels en sewe-en-twintig het die opleiding voltooi. „n Kontrole groep (n=27) is gekies vanuit „n groep onderwysers in die sentrale en suidelike metropool van die Wes-Kaap, Suid- Afrika. Die Capacitar werkswinkels is aangebied deur geakkrediteerde fasiliteerders wat opgelei is deur dr. Pat Cane, die stigter van Capacitar Internasionaal, California, VSA. Transpersoonlike sielkunde is die oorhoofse teoretiese perspektief wat gehandhaaf is in die transformatiewe benadering. Alhoewel gelyke prioriteit verleen is aan beide die kwantitatiewe en die kwalitatiewe komponente van die studie, is die kwantitatiewe data eerste ingesamel. Die “Beck Anxiety Inventory” (BAI) en die “Copenhagen Burnout Inventory” (CBI) is gebruik om die drie dimensies van uitbranding te bepaal: Persoonlike-, werk- en kliëntooreising. Daar is vasgestel dat die gemiddeldes van die intervensie en die kontrole groepe dieselfde is vir die BAI en die CBI meet-instrumente voordat die intervensie aangebied is. Betekenisvolle verskille is gevind met die na-toets vir die intervensie-groep, naamlik die vermindering van angs, persoonlike- en werks-ooreising. Daar is ook betekenisvolle verskille getoon in persoonlike en werksuitbranding tussen die intervensie en die kontrole groepe. Alhoewel nie betekenisvol nie, het daar „n duidelike vermindering in die vlakke van angs en kliënt-ooreising (werk met kinders), voorgekom in die intervensie-groep. Die kontrole groep het geen betekenisvolle verbetering getoon met betrekking tot enige van die meet-instrumente nie, en in sommige gevalle het die vlakke van uitbranding toegeneem. Kwalitatiewe data in die vorm van die globale analise van fokusgroep-onderhoude het insigte verskaf rakende die ervaring van die deelnemers, en hul kontekste van onderrig. Onderwysers het fisiese (n=29), intellektuele (“mental”) (n=17) en spirituele aktiwiteite (n=15) gebruik, om werk-en persoonlike stressors te hanteer en vele opvoeders het (n=19) negatiewe hanteringmeganismes gebruik. Individuele lyn-sketse, „n collage/plakskildery van uitlopers en geheue-kaarte, tesame met foto-weergawes van die deelnemers het die konteks en belewings van die Capacitar werkwinkels gekenmerk. As gevolg van die blootstelling aan die transpersoonlike gebruike was dit in die eerste plek vir die MIV/Vigs onderwysers moontlik om self innerlike genesing te ervaar, en ook om hul familie, die leerders en die gemeenskap te bemagtig met die aangebode toerusting. Sestien tema‟s is geïdentifiseer met die kwalitatiewe studie: Verhoogde bewustheid; persoonlike bemagtiging; rol-bemagtiging as deernisvolle persoon; emosionele intelligensie; gefokusde belewing (“mindfulness”); sin vir koherensie; die verwerking van traumatiese pyn; multi-kulturalisme; lighartigheid; onderlinge verbondenheid; mededeelsaamheid; vergewing; holistiese, regterbrein-genesing; veranderde breinpatrone; liggaam-siel-gees integrasie en die herstel van heelheid. Die resultate van beide die kwantitatiewe en kwalitatiewe benadering het getoon dat transpersoonlike sielkundige tegnieke uitbranding bekamp onder onderwysers wat as MIV/Vigs ko-ordineerders werk in die suidelike metropool, Wes-Kaap departement van onderwys, Mitchells Plain, Kaapstad. Aanbevelings word aangebied in die lig van die bevindings, asook die beperkings van die studie.
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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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47

Ryan, Kimberly D. "A relapse prevention program for distressed couples following workshop-based marital intervention /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9062.

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48

Ramasamy, Kasturi. "Educational Training on Falls Intervention for Elderly Patients in Acute Care Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7064.

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Falls among hospitalized elderly patients are a safety concern for health care organizations and the patients they serve, but falls can be prevented through the team effort of nurses and other health care professions to promote safety within the organization. The project site was experiencing an increase in the number of patients falls and identified the need for staff education related to assessment and intervention to prevent patient falls in the elderly population. Thus, the practice-focused question for this project was whether an educational program on evidence-based fall prevention strategies using the American Medical Directors Association clinical guidelines would improve staff nurse ability to assess fall risk and apply intervention strategies for elderly patients in an acute care setting compared to standard practice. Lewin's change theory was used as the theoretical foundation for this project. A total of 29 cardiac unit staff nurses who participated in the educational program were provided information on recognizing risk factors for falls, conducting an accurate fall risk assessment using the Morse Fall Scale, and developing individualized care plan for managing fall risk. The Agency for Healthcare Research and Quality 2E Fall Knowledge Test was used in a pre- and posttest design to assess the efficacy of the educational program. The results showed a statistically significant increase (p < 0.001) in staff members' knowledge in recognizing, assessing, and managing falls. This project can improve nurse's knowledge with evidence-based recommendations in practice, which promotes positive social change through improved staff competency that may result in decreased patient falls and adverse patient outcomes.
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Maynard, Kimberley, and Martina Pettersson. "Utvärdering av YAPI sömn: En skolbaserad preventiv intervention för ungdomar." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55946.

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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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