Dissertations / Theses: 'Mentor Support'

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Holcomb, Cenira. "Mentor and mentee perceptions of the importance and effectiveness of mentor support." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001859.

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Marriott, Andrew. "A software based mentor system." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/721.

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This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.’

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Marriott, Andrew. "A software based mentor system." Curtin University of Technology, Faculty of Engineering, Science and Computing, Dept. of Computing, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21518.

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This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.’

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Stukey, Jennifer Kristin. "Predictive Factors of Organizational Support Communication in Volunteer Mentor Retention." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1868.

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Research has shown that long-term volunteer retention is critical for sustaining the viability of youth mentoring programs such as Big Brothers Big Sisters (BBBS). Data from recent studies have indicated that volunteers must continue their service for at least 1 year in to have a sustainable effect on the mentee. Results from prior studies have indicated that the support provided by the agency to the volunteer can predict volunteer retention. However, a gap in current literature exists regarding the effect of support communication on volunteer retention. Therefore, the purpose of this quantitative study was to assess the relationship between organizational support, communication, and retention of volunteers in the BBBS agency. The VPM was developed to explain the life cycle of volunteerism and was the theoretical framework for this study. The primary research question examined how well the variables related to organizational support communication predict the likelihood of volunteer retention. This study used secondary data collected by BBBS as part of the support communication process they provide to their volunteers. Results from a logistic regression analysis revealed that the amount of face-to-face contact and the number of match support specialists positively predicted volunteer retention of at least 1 year. Results from this study can contribute to social change by informing best practices on the types of support communication for long-term volunteer retention. Specifically, leaders and managers of volunteer agencies should develop policies and procedures that maximize the amount of face-to-face communication provided to volunteers from the agency.

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Jano, Rubina. ""Mentors' perception of the effectiveness of the Big Brother Big Sister mentor training programme"." Thesis, University of the Western Cape, 2008. http://hdl.handle.net/11394/2791.

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Magister Psychologiae - MPsych
Mentoring has gained a great deal of popularity across various professional fields and disciplines over the past few years. More recently, planned mentoring has become an important form of intervention with young people (Philip, 2003). Although mentoring can be an effective strategy for dealing with youth, the mentoring is only as good as the relationship that develops out of the process between mentors and mentees and the match that is made between the two parties. The number of mentor programmes that is running continues to grow yet the quality of these programmes remains unknown as this area lacks agreed upon sets of standards and / bench marks that could be used to determine the effectiveness of these programmes (Sipe, 1988 -1995). The primary aim of this study is to evaluate the mentors' perceptions of the effectiveness of a mentor training programme run by Big Brother Big Sister South Africa.
South Africa

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Askew, Karyl Jacqueline Shand Meece Judith L. "The influence of mentor training and support on academic mentor self-efficacy and relationship quality from the perspectives of adult volunteer mentors and middle school youth /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,445.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in Education in the Department of Education (Educational Psychology, Measurement, & Evaluation)." Discipline: Education; Department/School: Education.

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Angeliadis, Maria. "The effects of mentoring on the elementary special education mentor." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002202.

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Duke, Allison Burgess. "The moderating role of political skill on mentor-protégé psychological distance and mentoring support /." Full text available from ProQuest UM Digital Dissertations database, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609001641&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1244662241&clientId=22256.

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Wright, Telena. "A survey of mentor/mentee activities in beginning teacher induction programs in Region XI." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2486/.

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The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently in use, prioritizing timing of implementation, articulating campus mentoring goals, adhering to logistical areas of concern, providing training for the mentors in a program of psychological support that focuses on the psychological needs of the beginning teacher, providing time within the day, and evaluating current programs at the end of each year using those beginning teachers involved.

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THOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.

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Wygal, Matthew Taylor. "Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74050.

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Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports are put into place by school districts to assist with student achievement as well as teacher retention. This case study examines a school districts elementary schools and the supports put into place for novice teachers, with a particular focus on mentoring and instructional coaching. The case study drew from interviews, observations, and document reviews from four different elementary schools and eight individuals, including novice teachers, mentors, and instructional coaches. Coding took place and a thematic analysis took place. Triangulation of all three data points kept this qualitative study reliable and accurate. The three findings include: 1) Perceptions of mentoring and instructional coaching program components, 2) Novice teachers perceptions of mentoring and instructional coaching support, and 3) Mentors and instructional coaches perceptions of their roles in supporting novice teachers. The findings focus on recognizing the perceptions of those involved in induction programs for novice teachers and how those supports provide the necessary needs for new teachers to stay in the field of education. Specifically, perceptions were identified to indicate if one program served a better purpose for what novice teachers want and need to be successful. The purpose of the research was to understand how novice teachers perceive types of support and how the supports effect their retention and performance. The results of the study would assist a school system in terms of where to invest funds to provide the most needed support for novice teachers.
Ed. D.

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Kepler, Leslie G. "Volunteer Mentor Training and Support| Three Perspectives Regarding the Knowledge and Abilities Needed for Effective Mentoring." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574631.

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A key factor in mentoring effectiveness and satisfaction is ensuring that mentor preparation training and ongoing support address needed mentor knowledge and abilities (MKAs). Knowing how to mentor is different from knowing what mentoring involves or knowing mentoring policies and procedures. Ideally, mentor training incorporates both the "how" and the "what" of mentoring. Besides program administrators' ideas about needed MKAs, mentors and mentees are key stakeholders in mentor training effectiveness, yet their perspectives are not prevalent in the literature. This qualitative study examined three perspectives about MKAs related to mentor preparation training and ongoing support for a women's resource center (WRC) in a large metropolitan area in the Southwest. The WRC experienced a gap between mentor training effectiveness and mentor satisfaction with mentoring outcomes due to insufficient mentor development in MKAs most applicable to program goals. The three perspectives informing this study were mentors, mentees and mentoring program staff members. This study explored MKAs identified be each stakeholder group as necessary to mentoring effectiveness. MKAs categories identified by the stakeholders were: Mentor Self-Awareness, Mentor Self-Management, Realistic Expectations, Understand Mentees, Mentorship Management, Interpersonal Communication, Goals, WRC and Mentoring Program. Three implications for preparing mentors were identified. First, mentors need to possess realistic expectations regarding the WRC mentoring program. Second, training offered to mentors needs to distinguish between topics relevant to all mentors compared to topics relevant to some mentors depending on their previous mentoring or professional background and experience. Third, training and support should distinguish between information needed versus skills needed for effective mentoring. Ongoing mentor training and support implications include providing regularly scheduled mentorship assessments and updates to the WRC, establishing opportunities for mentors to connect with each other and the WRC, and receiving guidance for recognizing when it is time to close a mentorship and how to close it. Ongoing training and support implications indicate the need for online access to the information and resources provided during mentoring preparation; updates from the Mentoring Program Coordinator (MPC) about WRC programs, resources, and services; plus additional training and resources on mentoring effectiveness relevant while a mentorship is in progress.

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Hedström, Vilhelm, and Bäck Henrik Mattisson. "Stöd till handledare – finns det ett behov? : En kvalitativ studie om stödbehov till handledare." Thesis, Linnéuniversitetet, Sjöfartshögskolan (SJÖ), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34153.

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Förutom att uppfylla gällande regler och riktlinjer för rollen skall den som är verksam som handledare för studenter i deras fartygsförlagda utbildning även känna ett stöd från arbetsgivare och kollegor. Syftet med studien var att undersöka om handledarna upplever att de får detta stöd och även undersöka vad lärosäten, SUI och studenter kan göra för att underlätta handledningen. Studien har genomförts med en kvalitativ metod med semistrukturerade intervjuer ansikte mot ansikte. Fem respondenter intervjuades var för sig mellan den 24:e februari och den 11:e mars 2014. Resultatet visade att det finns utrymme för förbättringar i form av olika sorters stöd till handledare. Majoriteten av respondenterna ansåg sig behöva mer stöd i form av utbildning, seminarier, extra avsatt tid för handledning, information om kommande studenter, deras kursplaner och förväntade studieresultat samt även att få återkoppling från studenter vid avslutad praktikperiod.
Except to fulfil the current rules and guidelines, persons that are active in the role as preceptors for students in their on board training shall experience a support from their employer and their colleges. The purpose of this study was to examine if the preceptors experience that they´re getting that support and also to examine what HEIs, internship administration and students themselves can do to support the preceptors. The study was implemented with a qualitative approach through semi-structured interviews. The interviews were carried out face to face with five respondents between February 24th and March 11th 2014. The results showed that there´re room for improvement in form of various kind of support for the preceptors. The majority of the respondents’ experience that they need better support in terms of education, seminars, extra time set aside for tutoring, information about the forthcoming students, their syllabuses and expected learning outcomes as well as receiving feedback from the students on completion of the internship.

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Norheim, Stein. "Computer Support Simplifying Uncertainty Estimation using Patient Samples." Thesis, Linköpings universitet, Medicinsk informatik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68278.

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In this work, a practical approach to assessing bias and uncertainty using patient samples in a clinical laboratory is presented. The scheme is essentially a splitsample setup where one instrument is appointed to being the “master” instrument which other instruments are compared to. The software presented automatically collects test results from a Laboratory Information System in production and couples together the results of pairwise measurements. Partitioning of measurement results by user-defined criteria and how this can facilitate isolation of variation sources are also discussed. The logic and essential data model are described and the surrounding workflows outlined. The described software and workflow are currently in considerable practical use in several Swedish large-scale distributed laboratory organizations. With the appropriate IT-support, split-sample testing can be a powerful complement to external quality assurance.

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Miley, Tiffanie Joy. "Balancing Support and Challenge within the Mentoring Relationship." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3583.

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Mentoring is a common element of new teacher induction aimed at easing beginning teachers' entry into the profession and assisting beginning teacher growth and development. Previous research has shown that mentors are comfortable supporting beginning teachers but are reluctant to provide challenge-activities that will help beginning teachers improve their practice. For optimal growth to occur, mentors should balance support and challenge in their work with beginning teachers. This descriptive study employed multiple cases to examine the relationship of two junior high school mentors with their mentees. The mentors in this study work in a school district with an established and highly supportive mentoring program. Each mentor has received extensive preparation and ongoing support for their mentoring efforts. The purpose of this study was to examine how mentors balanced support and challenge in order to assist their mentees' growth. The relationships of two mentors, working with two beginning teachers each, were examined for elements of support and challenge as well as the ways in which the mentors and mentees positioned each other and were positioned. The mentors in this study strongly favored challenge over support in their interactions with their mentees. Although there were many similarities among the mentoring activities and conversations with the beginning teachers, each mentor had her own mentoring style and adapted their mentoring to meet the needs of the individual beginning teachers with whom she worked. One might expect challenge to be critical or negative, but the challenge found in this study was more nuanced and complex. The nurturing challenge found in this study was paired with support in such a way that the beginning teachers were not overwhelmed by the feedback they received. While the institutional expectations of mentors influenced how they positioned themselves in relation to the mentees, mentors also attempted to position mentees in a position of power within their own classrooms and with respect to their own development as beginning teachers. While at times both mentors and mentees resisted being in the position of dominance, for a majority of the interactions both parties accepted the institutional positions prescribed by the district program.

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Simpson, Tonja Denise. "The Impact of a New Teacher Support System on Teacher Efficacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2237.

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Retaining novice teachers is a major concern for school districts across the United States. At an urban high school in a Southeastern state, over 30% of novice teachers hired over a 3-year period did not return after their first year of teaching. The purpose of the study was to examine novice teachers' perceptions of support received during their first year to determine how school-based support could increase novice teacher retention. The theoretical framework was Bandura's theory of self-efficacy and the concept of teacher efficacy espoused by Tschannen-Moran, Woolfolk-Hoy, and Hoy. The research questions focused on the perceptions of novice teachers regarding (a) support received at their school, (b) the most beneficial support structures, and (c) needed training or assistance. Purposive sampling was used to select 8 novice teacher participants who met the inclusion criteria of being in their 1st to 5th year of teaching. The qualitative case study design involved a survey and an interview. Four themes emerged: the importance of having a mentor, guidance and support, professional development, and opportunities for collaboration. Findings from the study were used to develop a 2-year Teachers Supporting Teachers professional development project to address the needs identified by the novice teachers. Implications for social change include helping schools and districts plan and implement support programs for novice teachers to increase their retention.

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Shaikh, Majidullah. "Youth Leadership in a Physical Activity-Based Positive Youth Development Program for At-Risk Youth." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36591.

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Physical activity-based positive youth development (PA-PYD) programs can serve to empower and alleviate barriers to development for at-risk youth. Youth leaders may play an important role in these programs to foster the development of their younger peers, while mutually benefiting from the program as they foster and apply skills such as leadership, communication, and self-direction. Currently, there is a gap in literature as very few studies have examined youth leadership within PA-PYD programming. Thus, the purpose of the current study was to explore the perspectives and experiences of youth leaders and their fellow program participants in relation to youth leadership within the context of a PA-PYD program for at-risk youth. Data were gathered from 16 youth leaders (Mage= 13.37, SD = 1.36) and 15 program participants (Mage= 10.53, SD = 1.12) across four different program locations, using semi-structured, one-on-one interviews. This thesis is composed of two articles. The first article used a deductive-inductive thematic analysis to better understand the experiences that youth leaders had in the program. Three themes were identified: (a) building youth leaders is a process, (b) mentorship is perceived as critical for one’s leadership development, (c) trust is important for enhancing youth leader engagement. The second article also used a deductive-inductive thematic analysis to examine how youth leaders perceive the influence they have on younger peers who participate in the physical activity-based youth development program, as well as how these program participants perceive the role and impact of the youth leaders. Five themes emerged from the analysis, which were: (a) learning and building skills, (b) receiving support, (c) enjoyment, (d) relatability, and (e) lack of maturity. This research contributes to current gaps in the literature on youth leadership within physical activity-based youth programming and provides practical recommendations to improve such programming.

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Poteat, Laura. "For Better or Worse: An Examination of the Antecedents and Outcomes of Mentor Commitment in Mentoring Relationships." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4205.

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This study examined a model of the antecedents and outcomes of mentor commitment to workplace mentoring relationships. The proposed model was based on the investment model of commitment. A total of 180 pairs of mentors and their protégés completed surveys that assessed model constructs. Results indicated that mentor relationship satisfaction and investment size predict mentor commitment, whereas mentor quality of alternatives and perceptions of managerial support for mentoring do not predict mentor commitment. Additionally, mentor commitment is associated with information exchange behaviors engaged in by mentors and protégés. These findings suggest that commitment plays an important role in mentoring relationships, and the investment model provides a useful framework for future research on this topic.

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Edwards, Samantha Jade. "The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2314.

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Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first years of teaching often result in low self-efficacy and attrition, which in turn can affect the achievement of their students. Since its establishment in 2010, the Australian Institute for Teaching and School Leadership (AITSL) have implemented a competency framework for both teachers and Initial Teacher Education (ITE) providers, aimed at improving not only all teacher quality in Australia, but the quality of ITE, graduating teachers and the support structures provided to them. This research project investigated how six primary graduate Department of Education of Western Australia (DoEWA) teachers perceived their ‘classroom readiness’, in light of these reforms. A qualitative methodology based in phenomenology was employed, as the study sought to describe the experiences of these graduate teachers with regard to the formal and informal support offered to them, including mechanisms such as the Graduate Teacher Modules and In-Class Coaching. Interviews were undertaken with the six teachers upon commencement of their second year of teaching. The findings revealed that graduate teachers did not perceive themselves to be ‘classroom ready’ upon ITE completion, however they did not expect to be, nor did it make them wish to quit the profession. Further, the Graduate Teacher Modules were perceived as a ‘one-size-fits-all’ approach to graduate teacher professional learning, as opposed to targeting specific needs relating to the graduate teachers and their varied professional contexts. While the In-Class Coaching Program provided a small element of support to participants, overall it increased their workload and stress. This finding indicates the need for a review into the delivery of the In-Class Coaching Program. Ultimately, unofficial mentoring from colleagues was identified as offering the greatest form of support for the participants, suggesting the need to re-think the way schools and DoEWA offer support to graduate teachers.

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Vasilevskienė, Jolanta. "Pradinio ugdymo mokytojų (jaunųjų specialistų) pirmųjų darbo metų problemos ir paramos poreikiai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060627_114758-91449.

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Majority of the psychologists note that it is natural of a man to evolve gradually. In the beginning of the career, a teacher survives some stages of pedagogical development progress (Frances Fuler, 1969; Feiman – Nemsener, 1983; Leitwood, 1992; Arends, 1998; Šernas, 1998 etc.), but first and most of all (s)he experiences diffidence and self-concern. Only later (s)he starts to care about the teaching situation and the learners. After surveying a range of studies considering first-year teaching problems, a conclusion can be made that there are still very few programs helping beginner teachers’ work. As one of the ways which could help a young teacher solve raising problems, mentorship is being studied as method to establish and maintain partnership with young and little- or non-experienced colleagues. Good partnership should be grounded on common interests, mutual help and knowledge. The present article the deals with mentorship as way to help a beginner teacher’s adaptation and his formation as an educator, in which mentor means a person specially appointed to admonish a young teacher. Since Lithuania joined the international APartMent mentor preparation project in 2001, mentor has been defined as a qualified specialist able to conduct future teachers’ school practice. The present article states the opinion that it would be logical if the same mentor or a specially appointed person could admonish a beginner primary teacher as well, because a... [to full text]

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Sjöstrand, Malin, and Josefin Linzie. "Operationssjuksköterskans upplevelse av att handleda studenter." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93465.

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Bakgrund: Operationssjuksköterskor har ett ansvar för säker vård och patientsäkerheten inne på operationssalen. Deras yrke innebär också att vara handledare för blivande operationssjuksköterskor. Handledarrollen kräver kompetens och erfarenhet för att ge studenten god handledning. Syfte: Syftet med studien var att undersöka operationssjuksköterskans upplevelse av att handleda studenter. Metod: Studien är gjord utifrån en kvalitativ metod. Datainsamlingen genomfördes genom semistrukturerade intervjuer med åtta operationssjuksköterskor som har erfarenhet av att handleda studenter. Datamaterialet analyserades med hjälp av latent innehållsanalys. Resultat: Handledarna belyste tre centrala områden som resultatets kategorier byggdes på. Det första området var tid där tidsbristen sågs minska förutsättningarna att bli den bästa versionen av handledare enligt dem själva. Andra området var vägleda och hur de uppfattade vägledning av studenter till deras blivande yrke. Tredje området handlar om vilket stöd de fick och vilket stöd de önskade skulle finnas under handledarperioden. Slutsats: Genom ökad förståelse för hur operationssjuksköterskan upplever handledarrollen kan stöd ges för bättre kvalité på handledningen av studenter och detta kan i sin tur bidra till patientsäkerheten.
Background: Operating nurses have great responsibility for safe care and play a significant role in the operating room to maintain patient safety. Their profession also includes supervising prospective operating nurses. The role as a supervisor requires competence and experience. Aim: The purpose of the study was to investigate operating nurses´ experience of supervising students. Method: The study has a qualitative method. Data collection was conducted through semi-structured interviews with eight operating nurses who have experience of mentoring students. The data material was analyzed using qualitative latent content analysis. Result: The participants highlighted three key areas on which the result was built. The first area was where a lack of time was seen to reduce their chances of being the best kind of supervisor in their own opinion. The second area was the supervisor role itself and how they perceived it. The third area concerned guiding and how they received and what support they wanted while mentoring/supervising students. Conclusion: Through increased understanding of how the operating nurses perceive the mentor role, support can be provided for better quality supervision for students and this can in turn contribute to patient safety.

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Beroud, Jean-Yves. "Rôle des représentations sociales et du lieu dans les pratiques d’accompagnement des professionnels du coaching et relations avec la posture d’évaluation." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3057/document.

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Le coaching professionnel regroupe un ensemble de pratiques qui ne disent, a priori, rien de la posture du praticien. L’intervention qu’il met en œuvre relève des métiers de l’évaluation, il est ainsi nommé évaluateur-coach. Le dispositif dépend ainsi soit d’une logique de contrôle en posture de conseiller, soit d’une logique d’accompagnement en posture d’accompagnateur professionnel. Le travail de problématisation vise à questionner le rapport entretenu par l’évaluateur-coach avec son lieu de pratique. Il s’inscrit dans un cadre théorique de mise en tension des concepts d’évaluation, d’accompagnement et de lieu. En ce sens, l’utilisation de la méthodologie quantitative, qualitative des représentations sociales permet de questionner la représentation du coach sur son métier et son lieu d’exercice ainsi que le rapport qu’il entretient avec le lieu. À partir d’un échantillon de cinquante coachs, les résultats mettent en évidence une majorité de praticiens dans le guidage et le développement personnel. De plus, il est caractérisé à partir du rapport que l’évaluateur-coach entretient avec le lieu, des critères signifiants de la logique d’évaluation préférentielle du praticien. Les résultats sont modélisés à partir d’un kaléidoscope de postures en situation : le pilote orienté solution, le facilitateur maïeuticien, le praticien en développement personnel et le coach clinicien
Professional coaching is a set of practices that in principle do not really reveal the attitude of the practitioner. The intervention he implements is about business evaluation and that is why he is called mentor-assessor. Therefore, such a scheme depends either on the idea of controlling businesses as a counselor or guiding them as a professional guide. The work of problematization here is to question the relationship maintained by the mentor-assessor with his place of practice. It is part of a theoretical framework putting together evaluation concepts, support and place. In this sense, the use of quantitative and qualitative methods of social representations allows to question the representation of the mentor-assessor on his work and his place of practice as well as the relationship he has with the workplace. From a sample of fifty coaches, the results show a majority of practitioners in the position of guidance and personal development. The report also points out that the mentor-assessor has with the workplace, meaningful preferential assessment criteria of the practitioner. The results are modeled from a kaleidoscope attitude situation which are: the solution-oriented guide, the birth coach facilitator, the practitioner in personal development and the clinician coach

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Luksetich, Aurora. "THE RELATIONSHIP BETWEEN REPRESENTATION AND STRESS FOR WOMEN OF COLOR IN THE WORKPLACE." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/791.

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The scarcity of research on women of color’s (WOC) workplace experiences indicates that little is known about the factors that shape their intersectional experiences of stress at work. A review of the limited research on this population suggests that ethnic identity may be central to WOC perceptions and experiences of representation at work. This study examined the relationship between representation and stress for White identified women and WOC in the workplace. A sample of 272 working women was used to examine the role of ethnicity and ethnic identity as moderators along with mentorship and social support as mediators on the association between representation and stress using an online survey. A path analysis found that the hypothesized model was a good fit for the data and that ethnicity did moderate the relationship between representation and social support. Ethnicity was not found to moderate the relationship between representation and mentorship; however, under-representation of WOC in leadership/seniority roles and complex mentor/mentee relationships may have impacted these results. Future research on WOC in the workplace should account for the influence of complex social identities on their perceptions of representation and stress. Organizations/industries, wanting to recruit and retain demographically diverse talent, may also benefit from understanding how ethnicity may influence WOC’s perceptions of representation and stress.

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Juozapavičienė, Dalia. "SOCIALINIO PEDAGOGO IR KLASĖS AUKLĖTOJO BENDRADARBIAVIMO YPATUMAI, VYKDANT SAVIŽUDYBIŲ PREVENCIJĄ MOKYKLOJE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092659-45803.

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Darbe atlikta teorinė bendradarbiavimo kultūros ugdymo įstaigoje tarp socialinių pedagogų ir klasės auklėtojų analizė. Iškelta hipotezė, jog efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų bendradarbiavimas. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinių pedagogų ir klasės auklėtojų bendradarbiavimo ypatumus. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 263 pedagogai. Empirinėje dalyje nagrinėjama socialinio pedagogo ir klasės auklėtojo bendradarbiavimo situacija ir galimybės užtikrinant savižudybės prevencijos programos paslaugas vaikui ir jo aplinkai. Svarbiausios empirinio tyrimo išvados: 1. Bendri socialinių pedagogų ir klasės auklėtojų tikslai, padedant pagalbos reikalaujančiam mokiniui, formuoja teigiamą požiūrį į ugdymo institucijos aplinką bei tuo pačiu inicijuoja tarpusavio bendradarbiavimą. 2. Socialiniai pedagogai bei klasės auklėtojai nepakankamai aktyviai bendradarbiauja dirbdami savo darbą bei mokosi iš savo patirties: sieja teorines ir praktines žinias, apmąsto vartojamus darbo metodus bei galimus alternatyvius problemų sprendimo variantus, domisi grįžtamąja informacija, iškilusius klausimus aptaria konsultuodamiesi ir bendradarbiaudami su kolegomis. 3. Atlikus tyrimą paaiškėjo, jog hipotezė efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų... [toliau žr. visą tekstą]
Darbe atlikta teorinė bendradarbiavimo kultūros ugdymo įstaigoje tarp socialinių pedagogų ir klasės auklėtojų analizė. Iškelta hipotezė, jog efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų bendradarbiavimas. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinių pedagogų ir klasės auklėtojų bendradarbiavimo ypatumus. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 263 pedagogai. Empirinėje dalyje nagrinėjama socialinio pedagogo ir klasės auklėtojo bendradarbiavimo situacija ir galimybės užtikrinant savižudybės prevencijos programos paslaugas vaikui ir jo aplinkai. Svarbiausios empirinio tyrimo išvados: 1. Bendri socialinių pedagogų ir klasės auklėtojų tikslai, padedant pagalbos reikalaujančiam mokiniui, formuoja teigiamą požiūrį į ugdymo institucijos aplinką bei tuo pačiu inicijuoja tarpusavio bendradarbiavimą. 2. Socialiniai pedagogai bei klasės auklėtojai nepakankamai aktyviai bendradarbiauja dirbdami savo darbą bei mokosi iš savo patirties: sieja teorines ir praktines žinias, apmąsto vartojamus darbo metodus bei galimus alternatyvius problemų sprendimo variantus, domisi grįžtamąja informacija, iškilusius klausimus aptaria konsultuodamiesi ir bendradarbiaudami su kolegomis. 3. Atlikus tyrimą paaiškėjo, jog hipotezė efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų... [toliau žr. visą tekstą]
The theoretical work of cooperation in the cultural education institution between social class and teacher educators analysis. The hypothesis that an effective pedagogical assistance (Suicide Prevention) prevents the lack of social class and teacher educators co-operation. Method of questionnaire survey was carried out with a goal - to reveal the social class and teacher educators co-features. A statistic analysis of data. The study involved 263 teachers. The empirical part examines social class and teacher educator co-operation situation and the possibility of providing suicide prevention program services to children and the environment. The main empirical findings: 1. Shared social class and teacher educators support the objectives of which provides assistance to pupils, forming a positive attitude towards the environment and the educational institution at the same time initiate mutual cooperation. 2. Social class and teacher educators to actively cooperate with insufficient course of their work and learn from their experiences: links theoretical and practical knowledge, used to reflect on work practices and possible alternative options for solving problems, is interested in feedback, discuss issues raised during the consultation and collaboration with colleagues. 3. The study showed that the hypothesis of effective pedagogical aids (suicide prevention) prevents the lack of social class and teacher educators co-operation because of social class and teacher educators is an... [to full text]

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Coetzee, E. "Student mentors: supporting learning and living at tut." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001660.

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Morrison, Ian. "Mental health promotion through supported further education : an evaluation of student support for people with mental needs, utilising Antonovsky's salutogenic sense of coherence model." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408474.

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Galloway, A. M. J. "One-to-one peer support in mental health." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1524126/.

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Peer support has been recognised as a valuable resource for individuals with mental health issues; this thesis focuses on one-to-one peer support interventions and naturally occurring peer support. The thesis is presented in three parts. Part I is a literature review of the effectiveness and characteristics of unidirectional peer support interventions for individuals with mental health issues. Fourteen studies met the inclusion criteria. The quality of reporting of the characteristics of the interventions was good. However, the quality of the studies was mixed. The findings of the studies were also mixed, indicating that an empirical base for unidirectional peer support interventions is yet to be established. Part II presents the findings of a qualitative study into service users’ experiences of naturally occurring peer support in inpatient settings. Twelve service users took part in semi-structured interviews. A thematic analysis yielded nine themes organised into two domains. Participants highlighted the importance of peer support, which provided the opportunity to live out valued personal principles and identities. However, there were a number of challenges and barriers to supportive interactions (e.g. the fear of raising a painful topic meant some participants felt the need to tread carefully around others). Further research is needed to explore staff perceptions of mutual peer support on acute inpatient wards, which would guide the implementation of these ideas to inpatient ward policy and procedure. Part III is a critical reflection on the process of carrying out the research reported in Part II. It focuses on the challenges of conducting qualitative research in a mental health setting, the impact of researcher position and a consideration of the results in relation to the wider context of the mental health system.

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Hägglund, Ida. "Erfarenheterna av Supported Employment hos personer med psykisk ohälsa : En litteraturöversikt." Thesis, Luleå tekniska universitet, Hälsa och rehabilitering, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-71978.

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Syftet med studien var att genom en litteraturöversikt beskriva erfarenheter hos personer med psykisk ohälsa av att delta i Supported Employment och dess betydelse för dem. Designen innebär ett systematiskt urval av vetenskapliga artiklar som analyserats och presenterats och metoden valdes då författaren hade för avsikt att kartlägga aktuellt kunskapsläge inom området. Data insamlades genom sökning i databaser samt genom citation tracking. 11 kvalitativa artiklar valdes ut att ingå i litteraturöversikten. Artiklarna analyserades vilket resulterade i 4 huvudkategorier: behov av förberedande praktiskt stöd i att söka arbete, arbetsmiljöns inverkan på arbetsförmågan, vikten av individanpassat stöd samt betydelsen av arbete för det psykiska välmåendet. Resultatet visar på vikten av att deltagaren får rätt stöd och medel för att möjliggöra anställning. Resultatet speglar även deltagarnas erfarenheter av arbetsmiljöns inverkan på arbetsförmågan samt vikten av att deltagarna fick individanpassat stöd av specialisten. Slutligen visade resultatet på arbetets betydelse för det psykiska välmåendet för deltagarna. Slutsatsen var att arbetsterapeuter med sin unika kompetens om aktivitet är lämpliga kandidater för titeln supported employment specialist men att mer studier behöver göras för att tydligare koppla ihop arbetsterapi med Supported Employment.

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Shi, Yuxi. "Cost-effectiveness of the individual placement and support model of supported employment for people with severe mental illness: results from a Canadian randomized trial." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106489.

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Background Several studies have shown that the Individual Placement and Support (IPS) model of supported employment is an effective approach to help many people with severe mental illness to find and maintain competitive employment. These studies include a randomized trial conducted in Montreal, Canada. Very few studies, however, have evaluated the cost-effectiveness of IPS compared to traditional services. Objective To evaluate the cost-effectiveness of IPS model compared to usual vocational services, using data from the Montreal trial. Methods A total of 149 unemployed adult with severe mental illness were randomly assigned to receive either IPS or usual vocational services and were followed for 12 months. Costs were estimated from the perspectives of the health and social care system, the government, and the society. Competitive employment hours and wages were taken as measures of effectiveness. A cost-effectiveness analysis was conducted, using the net benefit framework. A sensitivity analysis was carried out to take into account baseline differences of inpatient days between the two groups. Results IPS dominated usual services with significantly better competitive employment outcomes and less average costs, regardless of the economic perspective. IPS is likely to be more cost-effective than usual services even if the decision maker is only willing to pay a small amount of money per unit improvement in employment outcomes. If only clients without inpatient days during the year before the baseline are considered, IPS costs more than usual services but still with significantly better competitive employment outcomes: $155.73 per additional competitive employment hour and $20.12 per additional dollar of competitive employment earnings from the health and social care services perspective. Conclusions In this study, IPS proved cost-effective compared to usual services, although the baseline difference in inpatient days attenuates the strength of this finding.
IntroductionPlusieurs études ont démontré que le modèle de soutien à l'emploi « Individual Placement and Support » (IPS - Placement et soutien individuels) constitue une méthode efficace pour aider un grand nombre de personnes qui ont des troubles graves de santé mentale à obtenir et conserver un emploi régulier. Ces études incluent une étude expérimentale menée à Montréal, Canada. Très peu d'études, toutefois, ont évalué la coût-efficacité de IPS en comparaison avec des services traditionnels. Objectif Évaluer la coût-efficacité du modèle IPS en comparaison avec des services d'insertion socio-professionnelle habituels, en utilisant des données de l'étude montréalaise. Méthodes Au total, 149 adultes sans emploi et ayant des troubles mentaux graves furent répartis de façon aléatoire entre un programme IPS et des services habituels, et suivis pendant 12 mois. Les coûts furent estimés à partir des perspectives du système de santé et de services sociaux, du gouvernement et de la société. L'efficacité a été évaluée au moyen de deux variables: les heures en emploi régulier et les revenus de ces emplois. Une analyse coût-efficacité fut menée, en utilisant le cadre bénéfice net (net benefit framework). Une analyse de sensibilité fut effectuée pour tenir compte de la différence entre les deux groupes entre leurs jours d'hospitalisation au cours de l'année précédant leur entrée dans l'étude. Résultats IPS domine les services habituels avec de bien meilleurs résultats au niveau de l'emploi compétifi et des coûts moyens moindres, qu'importe la perspective économique. IPS semble plus coût-efficace que les services habituels même si le décideur n'est prêt qu'à payer un faible montant pour une amélioration dans les résultats au niveau de l'emploi. Si on ne retient que les clients qui n'avaient aucun jour d'hospitalisation pendant l'année précédant l'entrée dans l'étude, les sujets du groupe IPS coûtent nettement plus cher en moyenne que ceux des services habituels, mais toujours avec des résultats meilleurs au niveau de l'emploi compétitif. Du point de vue du systèeme de santé et services sociaux, les ratios coût-efficacité incrémentaux qui en résultent sont de 155,73 $ par heure d'emploi compétitif additionnelle et 20,12 $ par dollar additionnel de revenus compétitifs. Conclusions Dans cette étude, IPS s'est révélé coût-efficace en comparaison avec les services habituels, quoique la différences entre les groupes au niveau des jours d'hospitalisation à l'entrée atténue la force de cette conclusion.

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Lesnik, Susan Martin 1942. "Depressed adolescents and social support." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/558035.

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Letheby, Peter. "Community based accommodation and support for mental health consumers /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arl6472.pdf.

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Latham, Patricia King. "Factors associated with social support in mental health workers /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474462.

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Vallellanes, Alicia Kay, and Kelley Ferris. "Social support and mental health outcomes in battered women." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2884.

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This study examined the relationship between perceived social support and negative mental health outcomes in battered women. Correlations between perceived social support and depression, anxiety, and post-traumatic stress disorder were analyzed. Perceived social support, particularly from family members, was found to be significantly related to mental health outcomes. Results indicate that agencies that work with battered women should include social support in the assessment and intervention processes. The study utilized a quantitative survey design with a sample of 120 battered women from four domestic violence agencies throughout Riverside and San Bernardino counties. Quantitative data analysis procedures, such as multivariate analysis and logistic regression, were used to further examine variables. Samples of the instruments used in the study are included.

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Constant, Eleanor R. "Psychological support for ex-military families." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12881/.

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There is a complex interaction between familial functioning and veteran mental health, with familial relationships often being affected. Family therapy is not routinely recommended or offered for veterans in the UK. This study used a narrative approach to explore the experiences of veterans and spouses having received family therapy. Specifically, this study aimed to explore what stories individuals in an ex-military family would tell of their experience of family therapy, what narrative themes occurred and what the perceived impact on familial relationships was following family therapy. Individual narrative interviews were conducted with four veterans and five spouses. Individual interviews were followed by joint couple interviews with two couples. Main findings suggested that typically veterans would tell a ‘romance’ story while spouses were more likely to tell a ‘tragedy’ or ‘epic’ story. Narrative themes occurring from veterans, spouses and couples included: family therapy helpful, lack of support, changes in veteran, impact of difficulties on family relationships and military culture and transitioning. Finally the study found that family therapy had positively impacted familial relationships, particularly highlighting improvements in couple communication and shared or alternative perspectives to be important. Limitations, clinical implications and future directions are discussed.

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Ivemark, Åsa, and Josabet Jansson. ""På egen hand skulle det nog inte ha gått" : Några deltagares upplevelse av arbetskonsulentens stöd i metoden Supported employment." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58975.

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Delaktigheten på den öppna arbetsmarknaden är låg för personer med psykisk funktionsnedsättning. Metoden Supported employment (SE) har visat sig vara framgångsrik i att hjälpa denna målgrupp att nå, få och behålla ett arbete på den reguljära arbetsmarknaden. Fokus har i forskning riktats mot metodens effektivitet men denna studie inriktar sig på arbetskonsulentens stöd inom SE och syftet i studien är att utforska vad dennes stöd betyder för deltagaren i metoden. Kvalitativa intervjuer har genomförts med tre deltagare och en gruppintervju med tre arbetskonsulenter. Det skräddarsydda, det instrumentella och det emotionella stödet samverkar och leder till empowerment för två deltagare, som har nått en praktikplats där de trivs och kommer till sin rätt. De upplever en större delaktighet, handlingskraft, en bättre självkänsla samt ett ökat psykiskt välbefinnande. Slutsatsen utifrån denna studie är att det emotionella stödet från arbetskonsulenten är en viktig grund för att lyckas med SE och konsulentens förmåga att balansera mängden stöd är centralt för deltagarens självständighet och möjlighet att nå empowerment.
Lack of participation in the open labor market is highly prevalent for people with mental illness. Vocational rehabilitation through Supported employment (SE) has shown to be an effective approach to improve employment outcomes. Research generally centres upon the effectiveness of the method. This study focuses on the support from the SE-coach and the aim is to investigate the meaning of this support to the participants. Semi-structured interviews were conducted with three participants and a group interview with three coaches. The emotional, tailored and instrumental supports were pointed out as being helpful. They interact and lead to empowerment for two of the participants who are now in work practice. They show satisfaction with their occupational situation and with being part of a social context. The participants express improvement in psychiatric symptoms, global functioning and self-esteem. The findings of this study highlight the importance of the emotional support from the SE-coach, and stress the ability of the coach to balance the amount of support given. This is crucial in order to facilitate the empowerment of the participants.

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Ahmed, Abu. "Knowledge engineering for mental-health risk assessment and decision support." Thesis, Aston University, 2011. http://publications.aston.ac.uk/16431/.

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Mental-health risk assessment practice in the UK is mainly paper-based, with little standardisation in the tools that are used across the Services. The tools that are available tend to rely on minimal sets of items and unsophisticated scoring methods to identify at-risk individuals. This means the reasoning by which an outcome has been determined remains uncertain. Consequently, there is little provision for: including the patient as an active party in the assessment process, identifying underlying causes of risk, and eecting shared decision-making. This thesis develops a tool-chain for the formulation and deployment of a computerised clinical decision support system for mental-health risk assessment. The resultant tool, GRiST, will be based on consensual domain expert knowledge that will be validated as part of the research, and will incorporate a proven psychological model of classication for risk computation. GRiST will have an ambitious remit of being a platform that can be used over the Internet, by both the clinician and the layperson, in multiple settings, and in the assessment of patients with varying demographics. Flexibility will therefore be a guiding principle in the development of the platform, to the extent that GRiST will present an assessment environment that is tailored to the circumstances in which it nds itself. XML and XSLT will be the key technologies that help deliver this exibility.

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Rominov, Holly. "Fathers’ perinatal mental health: Impacts, interventions and supports." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/f7568dd4a27b6f746f2cdc91cc09e6c27106d22dd1aaa8f364ab16f6ad0d324c/4568069/Rominov_2017_Fathers_perinatal_mental_health_impacts_interventions.pdf.

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Background. Fathers’ perinatal mental health problems have far reaching implications not only for themselves, but also for their partner, their couple relationship, and their children. The primary objective of this thesis by publication was to generate evidence to inform the development of policy and intervention efforts to promote fathers’ mental health in the perinatal period. The aims of the research were four-fold: first, to determine the extent to which fathers’ experiences of mental health problems impact parenting and their children; second, to undertake a systematic review into interventions targeting fathers’ perinatal mental health; third, to explore fathers’ support needs in the perinatal period; and finally, to investigate midwives’ perceptions and experiences of working with fathers. Method. A multi-method approach was adopted across four studies. The first study used data from a longitudinal study of a nationally representative sample of Australian children and their families (N = 3,741 fathers) and explored mechanisms that link fathers’ postnatal distress to later child outcomes. Second, a systematic review of existing research detailing interventions targeting expectant and new fathers’ mental health was conducted. Third, fathers’ perceived support needs to accessing mental health and parenting support in the perinatal period were explored through qualitative interviews with fathers (N = 20). Finally, midwives’ perceptions and experiences of engaging fathers in the perinatal period were surveyed via a national online survey (N = 106) and qualitative interviews (N = 13). Results. In Study 1 (Chapter 6), results indicated that fathers’ postnatal distress and low parenting self-efficacy (PSE) were associated with higher levels of fathers’ parenting hostility and lower levels of parenting consistency when children were aged 4-5 years. In turn, this was associated with children’s emotional and behavioural difficulties when aged 8-9 years. Additionally, fathers’ levels of parenting warmth when children were aged 4-5 years was associated with fathers’ postnatal PSE and children’s prosocial outcomes when aged 8-9 years. In Study 2 (Chapter 7), the systematic literature review of interventions identified 11 studies, only five of which demonstrated significant intervention effects. The review highlighted the paucity of literature on interventions targeting fathers’ perinatal mental health and identified specific design issues related to outcome measures, timing of content delivery, and the mode of intervention delivery across the studies. Study 3 (Chapter 8) described a wide range of fathers’ experiences related to seeking support and several subthemes were identified within each broad area of inquiry: 1) support accessed; 2) support needs; 3) barriers to support; 4) facilitators of support; and 5) timing of support. Finally, online survey results in Study 4 (Chapter 9) indicated that the midwives considered engaging fathers to be a part of their professional role and that father-specific training is needed to develop their knowledge and skills in this area. Analysis of the interview data led to the identification of factors specific to midwives, the external workplace, and fathers that can impact a midwife’s ability to engage men in their services. Conclusion. Findings from this thesis extend our theoretical understanding of issues related to fathers’ perinatal mental health in three key areas; intergenerational health, the role of fathers’ PSE, and models of men’s help-seeking behaviour. Practical implications include intervention and support strategies to promote fathers’ perinatal mental health, and building capacity in the service system so perinatal health professionals can engage, support, and be more inclusive of fathers. Recommendations for future research focusing on fathers’ perinatal mental health include the exploration of diverse father groups, longitudinal research designs, enhanced intervention design and evaluation, and expanded professional training resources.

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Frahm, Kathryn. "FAMILY SUPPORT AND MENTAL HEALTH CARE QUALITY IN NURSING HOMES SERVING RESIDENTS WITH A MENTAL HEALTH HISTORY." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3096.

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The prevalence of mental health disorders among the nursing home population is well recognized. However, providing adequate mental health services for nursing home residents who need them remains a challenging endeavor. The social support of family has long been recognized as a key resource for older adults with a mental health history and older adults residing in nursing homes. The purpose of this study is to examine the quality of mental health care provided for nursing home residents with a mental health history and to determine if family support influences the quality of their mental health care accounting for other facility resident and facility organizational characteristics. The study utilized a retrospective, cross-sectional design with 2003 national Online Survey Certification and Reporting (OSCAR) facility data merged with the resident-level Minimum Data Set (MDS) resulting in N=2,499 nursing homes. Guided by the convoy model of social support and socioemotional selectivity theory, descriptive statistics and exploratory factor analysis were used to create a profile of facility level data of nursing home residents with a mental health history, explore the role of family support, and determine if items within the OSCAR and MDS databases could respectively be used to measure mental health care quality and family support. Overall, it was found that families have a positive relationship with their relatives and are involved in their lives. Additionally, items within the OSCAR and MDS databases could be used to measure mental health care quality and family support. Finally, facility organizational characteristics explained more variation in the quality of mental health care than did facility resident, family support, or market characteristics. In sum, to enhance the quality of mental health care in nursing homes, partnering with families may be an important tool to meet resident needs.
Ph.D.
Other
Health and Public Affairs
Public Affairs PhD

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39

Montes, Sara. "Support group program for transnational parents| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590917.

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Transnational parents encounter mental health problems and emotional difficulties when they separate from their children to migrate to the United States. The purpose of this project was to locate a funding source and write a grant to develop a program for transnational parents at Maternal and Child Health Access, in Los Angeles, California. The goal of this program was to decrease depressive symptomology and other mental health problems among Latino transnational parents; as well as to address parent-child separation stressors. The proposed program was designed to be culturally competent to meet the needs of Latino immigrant parents through three support groups that utilize supportive, educational, and cognitive behavior therapy components. The Langeloth Foundation was identified as a potential funder for this proposed program. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.

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40

Bauman, Samuel. "Parents of children with mental retardation coping mechanisms and support needs /." College Park, Maryland : University of Maryland, 2004. http://hdl.handle.net/1903/1954.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: 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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41

Choi, Wai-yee Susanne, and 蔡慧儀. "Social support and positive mental health of adolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3125035X.

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Choi, Wai-yee Susanne. "Social support and positive mental health of adolescents in Hong Kong /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470873.

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43

Irving-Clarke, Yoric. "'Supporting People' : how did we get here and what does it mean for the future?" Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13055.

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This study explores the implementation and impact of Supporting People, a policy of the New Labour and Coalition governments of 1997 to the present designed to provide housing related support to those considered vulnerable. The theoretical framework uses concepts from past studies of implementation, policy networks, governmentality, path dependency, other temporal concepts and a recent heuristic that provides an independent framework for analysing policy success. This conceptual framework was used in exploring the history of care and support services in the UK; assessing the successes and failures of the past. The study then looks at the drivers and policy goals for Supporting People and at some of the key reviews and studies of it thus far. The fieldwork uses a “mixed methods” approach utilising both quantitative and qualitative methods. An initial survey gathered views from a range of supported housing professionals, followed by a series of in-depth interviews with management practitioners from Supporting People funded organisations. Both stages utilised ideas from the conceptual framework in asking about implementation processes and successes and failures of the programme. This section also explores the use of evidence, dissemination and impact. In terms of the Supporting People policy, the study found a number of areas of strengths on which to build e.g. increased funding and improved strategic frameworks, but also many areas of weakness that require improvement. These include protection for funding, consistency across local authorities, fragmented structures of related policy networks and the top-down implementation style of the policy – there were lessons from No Second Night Out (NSNO) – Leicester in this regard. This was a piece of evaluative research carried out in tandem with the main study and integrated into it. The study found a consistent failure to provide adequate services for vulnerable people; services had failed to build up sufficient path dependent processes to protect them from funding and other resources being diverted to other priorities. The lack of a legislative and conceptual consensus around what it means to be “well housed” was key.

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Hodge, Patricia Ann. "The family support services study." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/547.

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45

Perilla, Jessenia Y. "Support group for neonatal intensive care families| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590144.

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Having an infant admitted to the neonatal intensive care unit (NICU) can be stressful and overwhelming for parents and families. Parents have developed anxiety and depression disorders, as a result of their experience from having their infant in the NICU. The stress and anxiety can also affect the parent-child attachment, as well as putting the infant/child at risk of abuse and neglect. A licensed clinical social worker will facilitate a support group using the strength based perspective to empower individuals and families. The support group goals are: to reduce the amount of stress that parents and/or caregivers encounter, as a result of their infant being in the NICU, to empower parents and/or caregivers to advocate for their infant who has been in the NICU, and to increase the parents and/or caregivers' ability to appropriately respond to the infant's needs. In selecting, Health Trust, as a funder, it values enhancing the well-being of individual and families in Santa Clara County. An actual submission to the funder was not a requirement of this project.

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Prather, Courtney C. "The Effect of Relationship Quality on Mental Representations of Social Support and Cardiovascular Reactivity." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103375/.

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The aim of the current study was to examine how thinking about qualitatively different social network members may differentially affect cardiovascular reactivity to a subsequent stressor. Eighty-two undergraduates were asked to think and write about different types of relationships preceding a social stressor. No differences between conditions in CVR were found during social support induction phase or the stressor task. Women in the supportive condition were found to have slower SV recovery than those in the ambivalent condition. The results of this study are inconsistent with previous evidence for a relationship between mental representations of social ties and CVR. Future research should seek to rule out confounding variables and clarify this effect.

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Viragh, George. "Elder loneliness, social support and depression." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67471.

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A rapidly growing senior population is facing loneliness, desolation andisolation in our ageist society. Age-linked detachment and a number of socialinteractors are closely related to general health, physical condition anddepression.Using standardized instruments, the UCLA Loneliness Scale (Russellet al., 1980), the Multidimensional Scale of Perceived Social Support (Zimetet al., 1988), and the Geriatric Depression Scale (Brink et al., 1982), this nonexperimental-study investigated the level of perceived loneliness, socialsupport and the causative relationship of these factors to the presence ofdepression among 50 independent, relatively healthy elders in a Montrealsenior centre.Findings suggest that loneliness is a major predictor of elderdepression. Lack of perceived social support could contribute to sensedloneliness and that depression may be present in healthy, independentelderly.Intergenerational workshops for seniors are suggested to improve lifesatisfaction through social interaction. Further goals are to modify myths,stereotypes and contradictory attitudes inherent to the cohort.
fr

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McCarthy, Jodie S. "'Calculation of competence': Factors affecting support worker role development. An action research study to develop mental health support worker roles." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493448.

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This thesis details an action research study to develop the role of adult in-patient mental health support workers in an NHS Trust. The research questions sought to identify the contribution that support workers could make to local care provision and identify factors which supported or inhibited a developed role. The relationship between competence and its utility in the workplace was also explored and the development of theory was pursued through the action research cycle.

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Correa, Veronica M. "The impact of role stress, self-efficacy, organizational support, and supervisory support on performance in school-based mental health trainees." Thesis, Alliant International University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681796.

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There is limited understanding of the variables that impact trainee performance in clinical settings. As such, investigating the tools used to assess performance was warranted. In the first part of the present research study, I investigated the independent factors that comprised the FPEF using 294 archival forms completed by clinical supervisors at the California School of Professional Psychology, Alliant International University, San Francisco. The five conceptually derived domains of clinical competency of the FPEF included: psychological intake, evaluation and assessment; clinical interventions; professional roles and behaviors; self-examination and development; and supervision. A principal factor analysis was conducted to determine whether the items of the FPEF comprised performance factors that were based on these FPEF domains. Results yielded a four-factor solution based on how the items clustered together. Thus, subscales were retitled as follows: Clinical Development, Professional Roles and Behaviors, Psychological Conceptualization and Intervention, and Psychological Assessment Skills. The second part of the present study included trainee self-ratings and supervisor ratings on the FPEFs for 47 school-based mental health trainees. This part of the study focused on whether the internal psychological variables of role conflict, role ambiguity, and self-efficacy (domain specific), and the external variables of both organizational support and supervisory support were associated with performance ratings on the FPEF. Findings indicated that the internal and external variables were both associated with trainees' performances across various domains. However, some of these relationships were contrary to what was expected. Organizational support and supervisory support were found to have negative associations with specific performance domains, which may have been due to limitations of the instruments or moderating variables that were not measured in this study.

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Damm, Kathryn. "Social support and mental health for terminally ill patients and their caregivers." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3307164.

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Thesis (Ph. D.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-103).

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Dissertations / Theses on the topic 'Mentor Support'

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