Relevant bibliographies by topics / Psychosocial

Academic literature on the topic 'Psychosocial'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Psychosocial"

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Martel, Claude. "Qu’en est-il de l’intervention psychosociale en sécurité civile au Québec?" Santé mentale au Québec 25, no. 1 (June 5, 2006): 45–73. http://dx.doi.org/10.7202/013024ar.

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Résumé Dix ans après sa conception, le volet d'intervention psychosociale en sécurité civile au Québec possède des assises solides qui se sont établies grâce à son approche intégrée, son programme de formation, sa trousse d'outils et son expérimentation. Ainsi, lorsqu'un sinistre survient, les services psychosociaux sont dispensés par les Centres locaux de services communautaires (CLSC), en collaboration avec les partenaires du milieu. Ce type d'intervention soutient le processus d'adaptation selon la prémisse que la majorité des personnes possèdent des capacités pour composer avec une situation stressante. Ainsi, on y adopte une approche psychoéducative et on véhicule un message de normalisation des réactions. Le personnel d'intervention psychosociale du Québec a dû faire face à trois sinistres importants : les inondations au Saguenay (1996), l'accident d'autobus à Saint-Joseph-de-la-Rive (1997) et la tempête du verglas (1998). Ces sinistres ont fait ressortir des éléments importants au plan psychosocial (verbalisation, retour à la vie normale, qualité des services municipaux, intrusion, évaluation) et quant au développement d'une culture de sécurité civile. Compte tenu de ses réalisations, le volet psychosocial en sécurité civile du Québec suscite un intérêt au Québec et à l'extérieur.
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Fagerlind, Hanna, Åsa Kettis, Bengt Glimelius, and Lena Ring. "Barriers Against Psychosocial Communication: Oncologists' Perceptions." Journal of Clinical Oncology 31, no. 30 (October 20, 2013): 3815–22. http://dx.doi.org/10.1200/jco.2012.45.1609.

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Purpose To explore oncologists' psychosocial attitudes and beliefs and their perceptions regarding barriers against psychosocial communication. Methods A questionnaire was distributed to oncologists in Sweden (n = 537). Questions covered demography, the Physician Psychosocial Beliefs Scale (PPBS), and barriers against psychosocial communication. Stepwise multiple regression was used to determine what factors contribute the most to the PPBS score and the total number of barriers and barriers affecting clinical practice, respectively. Spearman rank-order correlation was used to determine correlation between PPBS score and number of barriers. Results Questionnaire response rate was 64%. Mean PPBS value was 85.5 (range, 49 to 123; SD, 13.0). Most oncologists (93%) perceived one or more barriers in communicating psychosocial aspects with patients. On average, five different communication barriers were perceived, of which most were perceived to affect clinical practice. These barriers included insufficient consultation time, lack of resources for taking care of problems discovered, and lack of methods to evaluate patients' psychosocial health in clinical practice. There was a positive correlation (rs = 0.490; P < .001) between the PPBS score and the number of perceived barriers (ie, less psychosocially oriented oncologists perceived more barriers). Oncologists with supplementary education with a psychosocial focus perceived fewer barriers/barriers affecting clinical practice (P < .001 and P = .001, respectively) and were more psychosocially oriented (P = .001). Conclusion Oncologists perceive many different barriers affecting psychosocial communication in clinical practice. Interventions aiming to improve psychosocial communication must therefore be multifaceted and individualized to clinics and individual oncologists. It is important to minimize barriers to facilitate optimal care and treatment of patients with cancer.
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Senteio, Charles, Julia Adler-Milstein, Caroline Richardson, and Tiffany Veinot. "Psychosocial information use for clinical decisions in diabetes care." Journal of the American Medical Informatics Association 26, no. 8-9 (April 26, 2019): 813–24. http://dx.doi.org/10.1093/jamia/ocz053.

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Abstract Objective There are increasing efforts to capture psychosocial information in outpatient care in order to enhance health equity. To advance clinical decision support systems (CDSS), this study investigated which psychosocial information clinicians value, who values it, and when and how clinicians use this information for clinical decision-making in outpatient type 2 diabetes care. Materials and Methods This mixed methods study involved physician interviews (n = 17) and a survey of physicians, nurse practitioners (NPs), and diabetes educators (n = 198). We used the grounded theory approach to analyze interview data and descriptive statistics and tests of difference by clinician type for survey data. Results Participants viewed financial strain, mental health status, and life stressors as most important. NPs and diabetes educators perceived psychosocial information to be more important, and used it significantly more often for 1 decision, than did physicians. While some clinicians always used psychosocial information, others did so when patients were not doing well. Physicians used psychosocial information to judge patient capabilities, understanding, and needs; this informed assessment of the risks and the feasibility of options and patient needs. These assessments influenced 4 key clinical decisions. Discussion Triggers for psychosocially informed CDSS should include psychosocial screening results, new or newly diagnosed patients, and changes in patient status. CDSS should support cost-sensitive medication prescribing, and psychosocially based assessment of hypoglycemia risk. Electronic health records should capture rationales for care that do not conform to guidelines for panel management. NPs and diabetes educators are key stakeholders in psychosocially informed CDSS. Conclusion Findings highlight opportunities for psychosocially informed CDSS—a vital next step for improving health equity.
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Akanni, Abimbola A., Chris Ajila, Idowu Omisile, and Kelechi Ndubueze. "Mediating Effect of Work Self-Efficacy on the Relationship Between Psychosocial Safety Climate and Workplace Safety Behaviors Among Bank Employees After Covid-19 Lockdown." Central European Management Journal 29, no. 1 (March 15, 2021): 2–13. http://dx.doi.org/10.7206/cemj.2658-0845.38.

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Purpose: Studies find that psychosocial safety climate is positively associated with workplace safety behaviors. However, the mechanism through which psychosocial safety climate exerts its effect needs further investigation. Therefore, this study investigated the indirect effect of work self-efficacy in the relationship between psychosocial safety climate and workplace safety behaviors. Methodology: Participants, who were 155 bank workers (F=66.5%; mean age= 33.9, SD=6.4), responded to an online survey of workplace safety behavior scale (WSBS), psychosocial safety climate scale (PSC-12), and work self-efficacy scale (WSES). Results: Results from correlational analyses revealed that psychosocial safety climate positively related to workplace safety behaviors. Moreover, work self-efficacy positively correlated to workplace safety behaviors. The mediation analysis using Hayes Process Macros indicated an indirect effect of work self-efficacy in the relationship between psychosocial safety climate and workplace safety behaviors. Creating a psychosocially safe climate may enhance bank workers’ safety behaviors in the period after the Covid-19 pandemic.
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&NA;, &NA;. "Psychosocial." Journal of Wound, Ostomy and Continence Nursing 12, no. 2 (March 1985): 69. http://dx.doi.org/10.1097/00152192-198503000-00041.

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&NA;, &NA;. "Psychosocial." Journal of Wound, Ostomy and Continence Nursing 12, no. 6 (November 1985): 221. http://dx.doi.org/10.1097/00152192-198511000-00055.

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NM, &NA;. "Psychosocial." Journal of Wound, Ostomy and Continence Nursing 13, no. 2 (March 1986): 70. http://dx.doi.org/10.1097/00152192-198603000-00045.

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&NA;. "Psychosocial." Journal of Wound, Ostomy and Continence Nursing 13, no. 4 (July 1986): 167. http://dx.doi.org/10.1097/00152192-198607000-00054.

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&NA;. "Psychosocial." Journal of Wound, Ostomy and Continence Nursing 14, no. 5 (September 1987): 223. http://dx.doi.org/10.1097/00152192-198709000-00027.

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&NA;, &NA;. "Psychosocial." Journal of Wound, Ostomy and Continence Nursing 15, no. 1 (January 1988): 47. http://dx.doi.org/10.1097/00152192-198801000-00033.

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Dissertations / Theses on the topic "Psychosocial"

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Vyas-Lee, J. "Perinatal psychosocial interventions." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17719/.

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Background: Joint working between adult and child services has historically been difficult; the Think Family Toolkit was produced by the government in order to aid collaborative working. Aim: The aim of this evaluation was to explore joint working between services using the Think Family Toolkit. Method: An adult team, child team and service users were given questionnaires to explore joint working. Results: Joint working was described as something that would be useful but there were many barriers to achieving it. The child team did not respond to the questionnaire perhaps due to time constraints and potential burnout. Conclusions: Recommendations are provided to increase the effectiveness of joint working between services.
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Lawton, Brett Thomas. "Orthodontic psychosocial impacts." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000728.

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Marzooqi, Suad M. Al. "Psychologically derived non-epileptic attack disorder (PNEAD) : psychosocial influences and psychosocial effects." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368627.

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Some of the most pressing problems of health care involve the presentation of physical pathology in the absence of physical disease. Psychogenic non-epileptic attack disorder (PNEAD) accounts for a small but significant proportion of referrals to neurologists. Management of this condition is difficult because little is known about what factors are important in understanding its development and maintenance. Mismanagement of PNEAD can result in inappropriate use of anti-epileptic drugs and neglect of psychological needs. This thesis contains 3 studies. Study 1 examined the psychosocial factors that are important in understanding the development and maintenance of PNEAD. Assessments included childhood and adulthood abuse, anxiety and depression, somatisation, parental overprotection, hypochondriacal concerns and family dysfunction. One hundred and sixty two patients took part in this study matched for age and sex between PNEAD and epilepsy groups. PNEAD patients recalled more childhood and adulthood abuse than epilepsy patients and were more emotionally distressed. Findings from this study suggest that abuse and family of origin are involved in the development ofPNEAD. In study 2, 30 patients with PNEAD were matched by age and gender with an epilepsy control group. They completed questionnaires at the time of diagnosis and 3 months later measuring impact of condition, illness and symptom beliefs, family and psychosocial functioning, and satisfaction with consultation. This study compared PNEAD and epilepsy patients' reaction to the diagnosis of their condition.Before diagnosis there were few significant differences between PNEAD and epilepsy patients. After diagnosis significant differences emerged between the two groups. The diagnosis of PNEAD patients, compared with epilepsy patients, was associated with a greater negative psychological impact. Such findings may reflect for PNEAD patients the fact that they are not provided with an adequate explanation for their symptoms and behaviour. In study 3, 194 patients were matched between PNEAD and epilepsy groups by age and gender. They had been diagnosed 12-36 months previously. This study examined factors that may contribute to differences in impact of PNEAD vs epilepsy by measuring family and psychosocial function, beliefs regarding illness, clinical characteristics of attacks and satisfaction with the consultation process. Impact of the condition was greater for PNEAD than epilepsy patients. Factors that helped to explain such differences included the perceived psychological and physical impairment.
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Lloyd, Catherine Elizabeth. "Psychosocial factors and diabetes." Thesis, University College London (University of London), 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247718.

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Johnson, Joana. "Psychosocial interventions and museums." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13809/.

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Previous research has shown that people with dementia and carers derive wellbeing-related benefits from group art-viewing, and that facilitated museum object handling is effective in increasing subjective wellbeing for people with a range of health conditions. The present study aimed to compare the impact of these activities on subjective wellbeing of people with dementia and carers. A quasi-experimental crossover design was used. People with early to middle stage dementia and their respective carers (N = 66) attended a museum session in small groups where they participated in three activities: museum object handling, a refreshment break and art-viewing. Visual analogue scales were used to rate subjective wellbeing pre and post object-handling and art-viewing. Mixed-design ANOVAs indicated wellbeing significantly increased for people with dementia and carers during the museum session irrespective of the order in which they participated in object-handling and art-viewing. Analysis of pre and post-condition scores across pooled orders indicated wellbeing significantly increased from object-handling and art-viewing for carers; wellbeing for people with dementia significantly increased from object-handling; the increase from art-viewing was not statistically significant. A refreshment break did not produce significant change in wellbeing for either group. An end-of-intervention questionnaire indicated that experiences of the session were positive. Limitations and directions for future research were discussed. Results provided a rationale for partnership working between museums and healthcare professionals.
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Dodd, Will. "Psychosocial Development in Adolescents." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8923.

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Friedlander, Anne. "Stillbirth : a psychosocial crisis." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/15835.

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This study is an investigation of the psychosocial trauma of stillbirth and the implications of that trauma for case management. Stillbirth is considered a crisis for parents that calls for immediate intervention and constructive management. It strains family coping mechanisms and can overwhelm them if not properly handled. Additionally, a grief response follows a stillbirth which must be recognised, accepted, and treated therapeutically if needed. Parents' problems and needs have not been adequately met by medical, social or community services. There is also little recognition of the training needed by medical personnel in the management of stillbirths. Stillbirth is also a crisis for medical personnel as the delivery of a dead baby evokes feelings of confusion and stress for those dealing with the confinement and aftercare. By highlighting the psychological and emotional sequelae of stillbirths for parents, the needs of parents after the event, and the needs of personnel providing care, the writer intended to contribute to an improved understanding of the issues related to stillbirth and, ultimately, to more compassionate care for those who experience this unhappy event. Issues analyzed and recorded are as follows: The emotional and physical reactions of mothers following a stillbirth; the assistance that parents need in order to adjust constructively; the impact that the stillbirth has upon the family; the mothers' interpretation of their management in hospital; and the hospital and community services rendered and needed to assist with constructive adjustment. Study data was collected over a six month period. Subjects were selected from one hospital and were residents of the municipal areas of Cape Town. Two face-to-face interviews were conducted with each respondent using a semi-structured interview schedule. The first interview, which took place within a week of the mothers' discharge from hospital, gathered data on the reactions of the respondents to stillbirth, the impact of stillbirth on the family, and respondents' interpretation of their management in hospital. This interview was tape-recorded. The second interview followed the interview schedule and obtained information on the needs of families after a stillbirth. Data was coded on the interview schedules and statistical analysis was done by computer. The findings of this study agreed with previous ones, that mothers display typical grief reactions after a stillbirth. The stillbirth was experienced as a disappointment that caused significant distress for the majority of mothers. Management was found to be satisfactory with the exception of post-natal placement. The need for options in this area became evident. A lack of social and psychological services, both within the hospital and in the community, was found. Using knowledge gained from this study, a support organization for parents experiencing stillbirths has been organized with the writer's assistance. A breakdown in communication between the hospital and the local authority health nursing services, in terms of knowledge about the stillbirth, was apparent, and improvement in this area is needed. Recommended guidelines for management based on the research findings and literature review have been proposed. The role of the social worker, doctor and nursing sister have been outlined.
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Adams-Gardner, Myrtle Grace. "Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6555.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing non-formal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.
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Adams-Gardner, Myrtle. "Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6482.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing nonformal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.
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Luxmoore, Coryndon Steven. "Psychosocial influences on cannabis use /." [St Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17337.pdf.

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Books on the topic "Psychosocial"

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Frosh, Stephen, ed. Psychosocial Imaginaries. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137388186.

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F, McCance-Katz Elinore, and Clark H. Westley, eds. Psychosocial treatments. New York: Brunner-Routledge, 2004.

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Turner, Rodney M. Psychosocial disorders. Lancaster: MTP Press, 1986.

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Phyllis, Caroff, and Gottesfeld Mary L, eds. Psychosocial studies. New York: Gardner Press, 1987.

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Corporation, Springhouse, ed. Psychosocial crises. Springhouse, Pa: Springhouse Corp., 1992.

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Hanna, Beverly P. Psychosocial nursing interventions. Vancouver: B.L.M. Publications, 1989.

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Dollard, Maureen F., Christian Dormann, and Mohd Awang Idris, eds. Psychosocial Safety Climate. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20319-1.

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1944-, Leahey Maureen, and Wright Lorraine M. 1944-, eds. Families & psychosocial problems. Springhouse, Pa: Springhouse Corp., 1987.

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Ramer, Leah. Pregnancy, psychosocial perspectives. Edited by Raff Beverly S, Fiore Ellen, Pohodich Jane, and March of Dimes Birth Defects Foundation. 2nd ed. White Plains, N.Y: Professional Services Dept., March of Dimes Birth Defects Foundation, 1990.

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Sally, French, ed. Physiotherapy: A psychosocial approach. Oxford: Butterworth-Heinemann, 1992.

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Book chapters on the topic "Psychosocial"

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Fentiman, Ian. "Psychosocial." In Male Breast Cancer, 97–104. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-04669-3_7.

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Volkmar, Fred R. "Psychosocial." In Encyclopedia of Autism Spectrum Disorders, 1. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_1574-3.

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Volkmar, Fred R. "Psychosocial." In Encyclopedia of Autism Spectrum Disorders, 2460–61. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1574.

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Volkmar, Fred R. "Psychosocial." In Encyclopedia of Autism Spectrum Disorders, 3770. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1574.

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Cacciatore, Joanne. "Psychosocial Care." In Stillbirth: Prediction, Prevention and Management, 203–28. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444398038.ch13.

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Fairbank, John A., Matthew J. Friedman, and Metin Basoglu. "Psychosocial Models." In The Mental Health Consequences of Torture, 65–72. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1295-0_4.

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Jenkins, Jennifer, Sheri Madigan, and Louise Arseneault. "Psychosocial adversity." In Rutter's Child and Adolescent Psychiatry, 330–40. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118381953.ch26.

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Green, Daniel M. "Psychosocial Complications." In Long-term Complications of Therapy for Cancer in Childhood and Adolescence, 152–57. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-11006-3_12.

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Matheson, Leonard N. "Psychosocial Issues." In Springer Series in Rehabilitation and Health, 355–68. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1907-6_19.

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Frosh, Stephen. "Psychosocial Theory." In Encyclopedia of Critical Psychology, 1585–91. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_252.

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Conference papers on the topic "Psychosocial"

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Горблянский, Ю. Ю., Е. П. Конторович, О. П. Понамарева, Е. И. Волынская, and В. В. Федякина. "Psychosocial occupational health risks." In Modern problems of occupational medicine: The all-Russian scientific-practical conference devoted to the 80th anniversary of academician N.H. Amirov. Kazan state medical University; FSBSI “RIOH”, 2019. http://dx.doi.org/10.31089/978-5-6042929-0-7-2019-1-57-60.

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Zhou, Xiaomu, Mark S. Ackerman, and Kai Zheng. "Doctors and psychosocial information." In the 28th international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1753326.1753592.

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Dollard, Maureen F. "1592 Work stress, capitalism and the idea of psychosocial safety climate psychosocial safety climate: causes and costs of psychosocial risks at work." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.16.

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Kroupova, Katerina. "PSYCHOSOCIAL DETERMINANTS OF INCLUSIVE EDUCATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.061.

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Neves, A., D. Durães, A. Saraiva, H. Simões, and J. Figueiredo. "Psychosocial risks in radiographers work." In Selected Contributions From the International Symposium Occupational Safety and Hygiene (Sho 2017). CRC Press/Balkema P.O. Box 11320, 2301 EH Leiden, The Netherlands: CRC Press/Balkema, 2017. http://dx.doi.org/10.1201/9781315164809-93.

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Kerr, Robert L. "1672 Managing psychosocial working conditions." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1688.

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Rahmawati, Dian. "Psychososial Stimulation in Stunting and Non Stunting Firms." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.24.

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ABSTRACT Background: Stunting is a condition of growth failure among children under five due to chronic malnutrition. According to World Health Organization (WHO), stunting under five is a public health problem if the prevalence is 20% or more. In 2018, stunting in Indonesia is more than 20%, so it becomes a public health problem and needs to be addressed immediately. Stunting does not only affect physical growth but also psychosocial development. Stunting can reduce the quality of human resources (HR) because the body’s organs, especially the brain, are not able to develop optimally, and increase the risk of diseases such as hypertension, diabetes mellitus, heart disease, and stroke. The low psychosocial stimulation has an impact on the subsequent growth of the child. This study aimed to analyze the association between psychosocial stimulation and stunting. Subjects and Method: A case control study was conducted in the Village Bangkok, Kediri, East Java, in August 2020. A total sample of 25 stunting children aged 24-59 months was obtained as a case group and 25 normal toddlers aged 24-59 months as a control group. The dependent variable was the incidence of stunting, while the independent variable was psychosocial stimulation. The stunting measurement was based on the height per age (converted into a Z-score). Measurement of psychosocial stimulation was using the Home Observation for Measurement of the Environment Revisited (HOME) questionnaire consists of 55 statements divided into 8 aspects. The data were collected and analyzed using the Chi Square test. Results: Stunting children showed that psychosocial stimulation were low (20%), medium (64%), and high (16%). While psychosocial stimulation among not stunted children were absent (0%), medium (64%), and high (36%). Psychosocial stimulation was associated with the incidence of stunting (p= 0.031), and it was statistically significant. Conclusion: Psychological stimulation is associated with the incidence of stunting. The psychosocial stimulation provided by families for stunting toddlers is still less than that of non-stunting children. Keywords: stunting, psychosocial stimulation, children under five Correspondence: Dian Rahmawati. Academy of Midwifery of Dharma Husada. Jl. Penanggungan 41A Kediri City 64114, East Java. Email: lintangkayana31@gmail.com. Mobile: +6285645076003. DOI: https://doi.org/10.26911/the7thicph.03.24
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VÎRLAN, Maria. "Family - deviating behavior factor: psychosocial interventions." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p161-164.

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This article addresses the phenomenon of deviant behavior as a common and quite worrying one. Psychosocial intervention programs for young offenders are currently vehemently lacking. The work done by professionals is largely limited to the punishment of the deed committed by the young people, the psychosocial aspect being left in the shadows. The article analyzes the family as a factor in deviant behavior to children and highlights intervention programs for families with delinquent children.
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Aroca Fárez, Adriana. "Verbal Violence: Contributions From The Initial Level Teachers, Unidad Educativa Leoro Franco." In Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.6.

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Muñoz Muñoz, Cristian Fernan. "Sociodemographic Characteristics And Burnout Syndrome In Teachers Of The Eje Cafetero, Colombia." In Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.1.

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Reports on the topic "Psychosocial"

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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
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Hussam, Reshmaan, Erin Kelley, Gregory Lane, and Fatima Zahra. The Psychosocial Value of Employment. Cambridge, MA: National Bureau of Economic Research, June 2021. http://dx.doi.org/10.3386/w28924.

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Gilborn, Laelia, Louis Apicella, Jonathan Brakarsh, Linda Dube, Kyle Jemison, Mark Kluckow, Tricia Smith, and Leslie Snider. Orphans and vulnerable youth in Bulawayo, Zimbabwe: An exploratory study of psychosocial well-being and psychosocial support. Population Council, 2006. http://dx.doi.org/10.31899/hiv2.1029.

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Ma, Zhuyue, Yanyan Shi, Fang Cheng, Shanshan Yao, and Ningning Lu. Effects of telemedicine-based psychosocial interventions on psychosocial rehabilitation among breast cancer patients: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0076.

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Emmanuel, Glory Ruth, and Austin Ray Silva. Connecting the physical and psychosocial space to Sandia's mission. Office of Scientific and Technical Information (OSTI), July 2014. http://dx.doi.org/10.2172/1177070.

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Priscila Caçola, Priscila Caçola. Understanding the psychosocial impact of a motor skill intervention. Experiment, July 2013. http://dx.doi.org/10.18258/0961.

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Hull, Pamela C. Psychosocial and Cultural Barriers to Prostate Cancer Screening: Racial Comparisons. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada485653.

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Brewster, Abenaa, Susan Peterson, Scott Cantor, Robert Volk, Yu Shen, Isabelle Bedrosian, Herbert Dupont, and Patricia Parker. Contralateral Prophylactic Mastectomy and Breast Cancer: Clinical and Psychosocial Outcomes. Patient-Centered Outcomes Research Institute (PCORI), October 2018. http://dx.doi.org/10.25302/10.2018.ce.13046293.

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Poole, Elizabeth M. Psychosocial Stress and Ovarian Cancer Risk: Metabolomics and Perceived Stress. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada613203.

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Hull, Pamela C. Psychosocial and Cultural Barriers to Prostate Cancer Screening: Racial Comparisons. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada511620.

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