Relevant bibliographies by topics / Psychosocial intervention

Academic literature on the topic 'Psychosocial intervention'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Psychosocial intervention.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Psychosocial intervention"

1

COHEN, GEORGE J. "Psychosocial Intervention." Pediatrics 89, no. 1 (January 1, 1992): 170. http://dx.doi.org/10.1542/peds.89.1.170.

Full text
Abstract:
To the Editor.— Barry Zuckerman's commentary1 on family history and psychosocial intervention which appeared in the May 1991 issue of Pediatrics deserves the attention of every practicing pediatrician. Inquiring about mental health problems in the family history and guiding the affected family to help is a worthwhile approach to prevention of further disability. In a similar vein, The National Consortium for Child and Adolescent Mental Health Services, of which the American Academy of Pediatrics is a member, recently issued the following position statement: Responsible procedure in treatment, admission and discharge of hospitalized adult psychiatric patients is to record if there are children in the home, and, if so, to inquire about their mental, developmental and health status.
APA, Harvard, Vancouver, ISO, and other styles
2

Martin, Stephen. "Psychosocial Intervention." Practice Nursing 9, no. 16 (October 6, 1998): 40–44. http://dx.doi.org/10.12968/pnur.1998.9.16.40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gerans, Reineldis, and Agung Waluyo. "A PSYCHOSOCIAL INTERVENTION FOR MENTAL HEALTH OF PEOPLE WITH HIV (PLWH): A LITERATURE REVIEW." International Journal of Nursing and Health Services (IJNHS) 2, no. 3 (September 9, 2019): 45–57. http://dx.doi.org/10.35654/ijnhs.v2i3.118.

Full text
Abstract:
Mental health problems such as depression and anxiety are common for people living with Human Immunodeficiency Virus (PLWH). It may have a various negative effect on psychological well-being and the quality of life for PLWH. These adverse effects are in the form of worsening diseases, decreasing the immune system, non-compliance with ARV therapy, and even causing suicide. Various psychosocial interventions were developed to improve the mental health of PLWH. But it often creates confusion and misunderstanding because it seems to overlap each other. The effectiveness of this intervention has been widely investigated, but there is still little confirmatory research on various psychosocial intervention techniques, especially for PLWH. The study aimed at describing the psychosocial interventions for the mental health of PLWH. We conducted literature searches from multiple relevant sources. The four databases we cut included PROQUEST, PubMed, Plos One, and Ebsco. Three types of psychosocial interventions consisted of symptom-oriented interventions, supportive intervention, and meditation. Based on the kind of intervention there are several psychosocial intervention techniques such as cognitive behavior therapy (CBT), stress management, interpersonal therapy (IPT), peer support, psychoeducation, meditation, relaxation, and mindfulness. There is no difference in the effectiveness of all types and intervention techniques in improving the mental health of PLWH. Psychosocial interventions proved to have a positive effect on the mental health of PLWH. Psychosocial interventions can be combined in PLHIW therapy programs with mental health problems Keywords: PLWH, psychosocial interventions, mental health problems.
APA, Harvard, Vancouver, ISO, and other styles
4

Hardison, Mark E., Jennifer Unger, and Shawn C. Roll. "Hand Therapy Patients’ Psychosocial Symptomology and Interests in Mindfulness: A Cross-Sectional Study." Canadian Journal of Occupational Therapy 89, no. 1 (November 16, 2021): 44–50. http://dx.doi.org/10.1177/00084174211060120.

Full text
Abstract:
Background: Psychosocial sequelae are common for individuals with physical injuries to the upper extremity. However, psychosocially oriented interventions are not common in this occupational therapy practice area. Purpose: This study implemented an online survey of hand therapy patients’ psychological symptoms. Second, it explored patients’ interest in one psychosocially oriented intervention: mindfulness meditation. Methods: The design was a cross-sectional survey of 120 consecutively recruited hand therapy patients. Survey measures included functioning, psychosocial factors, and trait mindfulness. Findings: Anxiety was prevalent in this sample, and moderately correlated with trait mindfulness (r = −0.542, p < .001). While most participants (77%) indicated mindfulness meditation would be an acceptable intervention, women were 2.8 times as likely to be interested ( p = .044). Implications: Psychosocially oriented interventions are indicated in hand therapy based on the prevalence of these symptoms. Further examination of using mindfulness meditation in hand therapy is warranted due to patient interest.
APA, Harvard, Vancouver, ISO, and other styles
5

Haussmann, Alexander, Martina E. Schmidt, Mona L. Illmann, Marleen Schröter, Thomas Hielscher, Holger Cramer, Imad Maatouk, Markus Horneber, and Karen Steindorf. "Meta-Analysis of Randomized Controlled Trials on Yoga, Psychosocial, and Mindfulness-Based Interventions for Cancer-Related Fatigue: What Intervention Characteristics Are Related to Higher Efficacy?" Cancers 14, no. 8 (April 15, 2022): 2016. http://dx.doi.org/10.3390/cancers14082016.

Full text
Abstract:
Cancer-related fatigue (CRF) is a burdensome sequela of cancer treatments. Besides exercise, recommended therapies for CRF include yoga, psychosocial, and mindfulness-based interventions. However, interventions conducted vary widely, and not all show a significant effect. This meta-analysis aimed to explore intervention characteristics related to greater reductions in CRF. We included randomized controlled trials published before October 2021. Standardized mean differences were used to assess intervention efficacy for CRF and multimodel inference to explore intervention characteristics associated with higher efficacy. For the meta-analysis, we included 70 interventions (24 yoga interventions, 31 psychosocial interventions, and 15 mindfulness-based interventions) with 6387 participants. The results showed a significant effect of yoga, psychosocial, and mindfulness-based interventions on CRF but with high heterogeneity between studies. For yoga and mindfulness-based interventions, no particular intervention characteristic was identified to be advantageous for reducing CRF. Regarding psychosocial interventions, a group setting and work on cognition were related to higher intervention effects on CRF. The results of this meta-analysis suggest options to maximize the intervention effects of psychosocial interventions for CRF. The effects of yoga and mindfulness-based interventions for CRF appear to be independent of their design, although the limited number of studies points to the need for further research.
APA, Harvard, Vancouver, ISO, and other styles
6

Rokhideh, Maryam. "Peacebuilding and psychosocial intervention." Intervention 15, no. 3 (November 2017): 215–29. http://dx.doi.org/10.1097/wtf.0000000000000161.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Spiegel, D. "Psychosocial Intervention in Cancer." JNCI Journal of the National Cancer Institute 85, no. 15 (August 4, 1993): 1198–205. http://dx.doi.org/10.1093/jnci/85.15.1198.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tremblay, Gilles, and Pierre L'Heureux. "Psychosocial Intervention with Men." International Journal of Men's Health 4, no. 1 (January 1, 2005): 55–71. http://dx.doi.org/10.3149/jmh.0401.55.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wykes, T. "Psychosocial intervention in schizophrenia." European Psychiatry 33, S1 (March 2016): S12. http://dx.doi.org/10.1016/j.eurpsy.2016.01.803.

Full text
Abstract:
Psychological treatments aimed at symptoms or behaviours that impede recovery now have a relatively strong database but it is not clear which treatments are more effective and when they should be applied. For large-scale roll out we need to consider which are the most helpful and cost-effective at which stage of the illness and to which individuals. This requires knowledge of how service users ascribe value to different outcomes and treatments as well as which individuals are likely to benefit the most from different treatments to produce a coherent mental health recovery programme. Tailoring treatment requires an understanding of adherence requirements as well as therapeutic interactions to explain how therapy fits with the service users’ personal goals. Not all information for making these clinical decisions is embedded in any database so the burden on research is to provide enough information to signal to health professionals the best course of action. More research on dissemination of treatment approaches as well as training and supervision requirements is needed in the form of dissemination science if patients with a diagnosis of schizophrenia are to receive the best intervention programme.Disclosure of interestThe author has not supplied his declaration of competing interest.
APA, Harvard, Vancouver, ISO, and other styles
10

Linszen, D., P. Dingemans, J. W. Van Der Does, A. Nugter, P. Scholte, R. Lenior, C. Vanier, and M. J. Goldstein. "Treatment, expressed emotion and relapse in recent onset schizophrenic disorders." Psychological Medicine 26, no. 2 (March 1996): 333–42. http://dx.doi.org/10.1017/s0033291700034723.

Full text
Abstract:
SynopsisThe effect of in-patient and individual orientated psychosocial intervention (IPI) and in-patient and individual and family orientated intervention (IPFI) across levels of expressed emotion (EE) on relapse was compared in a group of patients with recent onset schizophrenic disorders. Patients were randomly assigned to an individual orientated psychosocial intervention programme or to an identical psychosocial programme plus a behavioural family intervention. Seventy-six patients were studied during a 12 month out-patient treatment period after an in-patient treatment programme in which parents followed a psychoeducational programme. Overall relapse rates during the out-patient interventions were low (16%). Adding family intervention to the psychosocial intervention did not affect the relapse rate. Patients in low EE families relapsed slightly more often during the psychosocial plus family intervention. In-patient treatment with psychoeducation for parents, followed by an out-patient psychosocial intervention programme, has a favourable impact on relapse. Additional family intervention may increase stress in low EE families, thus affecting relapse in their children.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Psychosocial intervention"

1

Roberts, Lisa Jeanne. "A psychosocial intervention for treating endometriotic dysmenorrhea." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2834.

Full text
Abstract:
The study attempted to reduce endometriotic dysmenorrhea through the adaptation of Longo, Clum, and Yaeger's psychosocial treatment regimen for genital herpes symptoms. Thirteen women were assigned to the psychosocial treatment group or a social support control group and followed through 6 weeks each of baseline, intervention, and follow-up. Treatment consisted of training in respiratory relief therapy and suggestive imagery, provision of information about endometriosis, and group discussions of maladaptive and adaptive adjustments, emotional aspects, and sexual intercourse. The social support control group received the same with the exception of respiratory relief therapy and suggestive imagery. A MANOVA of the pre-post-follow-up data for aggregate pain, aggregate distress, aggregate negative affect and hassles measures yielded equivocal results. Data from participants with reported pain above the mean were analyzed separately. Results partially replicated Longo, Clum, and Yaeger's findings, with an important reduction from pre to post and follow-up scores in aggregate pain for the psychosocial but not the social support group. (Abstract shortened with permission of author.)
APA, Harvard, Vancouver, ISO, and other styles
2

Tilbury, Emma. "The psychodynamic approach to observing organisations : towards a psychosocial intervention." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27573.

Full text
Abstract:
A mixed methods literature review was conducted to investigate methods of obtaining process feedback during and after a psychosocial intervention and how this has been used to evaluate the intervention. Twenty four articles were retrieved that met the inclusion criteria. The data were synthesized and critiqued according to methodological features, with limitations evaluated. Results were presented according to how the feedback research has been used in relation to therapeutic outcome and clinical implications were considered. Recommendations were suggested, including investigating long term outcomes where single measures were utilised. The research study involved a series of six psychodynamic ward observations of an acute inpatient ward. The data were analysed within the supervision group discussions; thematic analysis was conducted on the transcripts (Braun & Clarke, 2006); with further analysis occurring during academic supervision. Five main themes were created to describe the ward culture from the observer’s experience, which captured the dynamic processes and relationships between staff and patients. A follow on study is planned which involves presenting the current findings to the staff group in an attempt to validate the observation method. A critical appraisal is included which describes the researcher’s reflections throughout the research process and the impact experiential learning made on her.
APA, Harvard, Vancouver, ISO, and other styles
3

Luk, Yin-ching, and 陸燕青. "Evidence-based psychosocial intervention for families with childhood cancer patients." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44625698.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Atwell, Katie Elizabeth. "Psychosocial predictors of alcohol consumption among undergraduate students : developing intervention strategies." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51603/.

Full text
Abstract:
Excessive alcohol consumption among UK university students is well documented. Although alcohol use reduces over the time spent at university, drinking patterns of undergraduates have been associated with risk of alcohol dependence and abuse a decade following graduation. Consequently, UK universities should endeavour to promote responsible drinking among their drinking student population. This thesis presents four studies that aim to inform the development of feasible and effective alcohol-related interventions targeting the student population. The first two studies examined the effect of an alcohol-related outcome expectancy manipulation on alcohol-related cognitions and consumption. Study one showed that a manipulation aiming to bolster negative expectancies and contradict positive expectancies was associated with immediate reductions in mild desires for alcohol. Study two provided limited support for study one, and indicated that repeated exposure to the manipulation was not associated with significantly greater effects. Neither study showed significant reductions in alcohol consumption. Study three used a survey to examine the predictive utility of a broader range of correlates of alcohol consumption, and provided an integrative model of risky drinking behaviour. The model highlighted the importance of age when first regularly drinking, the sensation-seeking personality trait, social drinking motives, confidence in ability to drink within government guidelines, and the perceived quantity and frequency of alcohol consumed by university friends. Study four consisted of a systematic review and meta-analysis examining the effectiveness of computer-delivered interventions (CDIs) across different study design features and identified the characteristics of CDIs associated with the largest effects. CDI efficacy was greater for primary than secondary outcomes, and varied according to the control condition and outcomes used. CDIs with the largest effects utilised personalised normative feedback among US heavy/binge drinking students. The results of these studies contribute to the current intervention literature and can be used to inform intervention development in UK universities.
APA, Harvard, Vancouver, ISO, and other styles
5

Senekal, Shani. "A systematic review of psychosocial interventions for families of child burn survivors." University of the Western Cape, 2020. http://hdl.handle.net/11394/7289.

Full text
Abstract:
Magister Psychologiae - MPsych
Burns are a major problem in Low-Income Countries (LIC) and Low-Middle Income Countries (LMIC). Children in LIC have been identified as a burn injury at-risk group. Individuals experience severe psychological and physical distress as a result of burn injuries. However, burns are a systemic problem and their impact is not limited to the individual but impacts the family system as a whole. Therefore, effective post burn interventions for families of child burn survivors are key in order to assist the child burn survivor’s well-being and recovery. The present study hopes to 1) address some of the gaps in knowledge in burn interventions for families of child burn survivors and 2) identify promising psychosocial interventions. A systematic review of literature was conducted that focused on identifying burn interventions for families of child burn survivors. These interventions were evaluated in order to establish which interventions showed promise. This systematic review was conducted following the guidelines of the PRISMA Statement for Systematic Reviews. An integrated quantitative and qualitative appraisal tool was used to review the identified studies. All the available English-medium literature between 1990 and 2019 was reviewed for this study. A literature search was performed in EBSCOhost, Academic Search Complete, PsychArticles, CINAHL plus, Medline, ERIC, SocIndex and Health Source: Nursing/Academic edition. Five studies were identified which included psychosocial interventions for families of child burn survivors. Of these studies only two were of quantitative nature and indicated sufficient evidence with regards to outcomes and efficacy. Three studies were of qualitative nature and indicated subjective evaluation measures to assess efficacy. Interventions identified included a family burns camp, a support group for parents, a support website, a parent participation program during acute paediatric burns management, and a teaching manual. All five studies indicated a degree of efficacy however, support groups in conjunction with psycho-education groups with systemic focus appeared to show the most promise. It is recommended that researchers focus on using quantitative measures in future intervention studies to assist in measuring efficacy. Furthermore, context specific interventions for LIC should be considered.
APA, Harvard, Vancouver, ISO, and other styles
6

Wade, Emma, and emma wade@rch org au. "Resilient Victims of School Bullying: Psychosocial Correlates of Positive Outcomes." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.101203.

Full text
Abstract:
Bullying is a phenomenon that has serious psychological consequences for victims, including low psychological wellbeing, poor social adjustment, psychological distress, and physical illness. Bullying has become a topic of increasing public concern and the focus of considerable research in Australia over the last decade. Parallel to this rise in interest in bullying research is a rise in research into resilience. Research has indicated that children facing distress will show a range of responses; some will regress, while others tolerate and even thrive in the face of trauma; it is this second group that are described as resilient. It was therefore postulated in this thesis that individuals exposed to bullying may not all succumb to the typical negative effects of being a victim of school bullying. While previous studies have noted the difference in reactions to bullying, this is the first study to investigate whether resilient victims can be identified, and their key psychosocial characteristics profiled. Based on this notion, it was predicted that victims of bullying could be taught a set of skills and attitudes that would build their resilience to the expected effects of bullying. The present research consisted of two studies. Study 1 had two phases. The first phase of Study 1 identified 'resilient victims' of school bullying by assessing participants on their levels of victimisation and their levels of wellbeing using a battery of questionnaires. Participants were assigned to one of four groups: resilient victims, non-resilient victims, healthy non-victims, or poor-health non-victims. From the original sample of 867 students, 111 were categorised into one of the four groups, and completed a second questionnaire package. The second phase examined the relationships between these resilience groups and eight psychosocial correlates of general resilience: individual protective factors, optimism, coping, social support, social skills, self-esteem, self-concept, and emotional intelligence. The results showed that there were significant discriminators between resilient and non-resilient victims, particularly on factors such as optimism, productive coping, self-concept and self-esteem, and so cial variables. The aims of the second study were to 1) develop a cognitive-behavioural group intervention program to teach social skills, perceived social support, self-esteem, optimism, and effective coping skills, to adolescent victims of school bullying; and 2) to investigate the effectiveness of the intervention. Ten year 7 and 8 students who reported negative consequences to high levels of bullying participated in the intervention program. Results indicated that the program had positive effects on the skills and attitudes that the program targeted. The program also appeared to have positive effects on the participants' levels of victimisation and general wellbeing.
APA, Harvard, Vancouver, ISO, and other styles
7

Elgar, Rhoda. "Creativity, community and selfhood : psychosocial intervention and making art in Cape Town." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444657/.

Full text
Abstract:
The context for my research has been a multicultural art studio complex and other workshops that are connected through the various actors utilising and facilitating them. My research has sought to map the role of psychosocial intervention in the organising and managing of these organisations, the aims and intentions of them, and the minutiae of daily interactions between the different actors involved. Psychosocial intervention is a form of pastoral care based on the belief that a whole community or nation can be in need of psychological healing. Healing is considered to be realisable through facilitating self-realisation. Psychosocial intervention also shares much similarity with the saliency of art-making as held by many art educators and therapists, with the idea that art-making is a necessary activity for the promotion and development of healthy individuals and communities. Psychosocial intervention lends itself well to requests for facilitating cross-racial communication. This has much pertinence in Cape Town where it is drawn on as a resource in a society striving to shed its segregated past and embrace multiculturalism. In this context making art comes to have a moralistic role in the moulding of responsible individuals. Art-making is believed to represent self-knowledge, and artists deemed successful are those whose art can be considered to reflect this. This is achieved through using art techniques and practices which privilege representing the individuated self, rather than commenting on broader socio-political issues, and is commonly conceived as being a form of abstraction, accompanied with rhetorical declarations alluding to personal liberation. It is not rebellious or threatening to the project of building a new sanitized multicultural community, which is the expected outcome of participating at the studio-complex for a period of time, or experiencing the intense rite of passage entailed in participating at a workshop. Although this notion of art-making is drawn on by various groups in Cape Town as a means to becoming successful artists, its main beneficiaries are white South Africans, particularly women, who have come to have influential roles as facilitators of psychosocial projects in and beyond Cape Town's art community. Notions of transformation and realisation are common parlance in psychosocial intervention and are used to describe the experience of art-making, and are evocative of liberation but also the avant-garde. However, the realisation of these ideals is more complex than the simplistic declarations allow for. I argue that psychosocial intervention comes to act, not only as a guide in the managing of interactions, but also as a buffer in the dissemination and practice of criticism a phenomenon, which I argue has the potential to be an agent in the challenging and redistribution of power in Cape Town's art community, as well as more widely. Emotional literacy is favoured over intellectual literacy, as it is assumed to be more inclusive. This plays into perceived notions of feminine virtues while denying socio-economic differences, which has consequences for the manifestation of (white) power in Cape Town.
APA, Harvard, Vancouver, ISO, and other styles
8

Garcia, Leon de Souza Lobo. "Case study of a psychosocial mental health intervention in São Paulo, Brazil." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10042866/.

Full text
Abstract:
Common mental disorders are responsible for a significant proportion of the global burden of disease. Differences in the availability of health care resources and the relevance of culture in the acceptability of treatments for mental disorders make it necessary to develop and evaluate interventions congruent with the context of specific settings. Group psychosocial interventions are a potentially cost-effective way of dealing with CMD in primary care. However, the literature describing and evaluating these interventions in low and middle-income countries is limited. This case-study describes Community Therapy (CT), a group psychosocial intervention developed in Brazil and hypothesized to improve mental health through social support. Although it is now widespread in the Brazilian primary health care, CT has not yet been submitted to systematic evaluation. This thesis analyzed data from an observational before/after design sampling 140 incident users from 12 CT groups located in primary care clinics and community settings of Sao Paulo, Brazil. Outcomes included mental health, perceived social support, quality of life, and social capital. Semi-structured interviews with CT users and facilitators as well as observation of CT sessions were also performed. The majority of respondents were female with few years of schooling, low income and a poor mental health. After 12 weeks of follow-up, there was an average twopoints improvement in mental health SRQ-20 scores (95% CI: 1.04-3.00, p < 0.001) but no significant correlation with perceived social support change. Qualitative descriptions of CT, however, coincided with the mechanisms hypothesized to improve social support. Poor adherence and the lack of integration of CT users with conventional mental health care services were likely to have contributed to the modest change in the mental health of CT attenders. The effectiveness of CT should be further investigated in the context of a stepped-care multi-component intervention, whereby CT is included as its psychosocial component.
APA, Harvard, Vancouver, ISO, and other styles
9

Longo, David Joseph. "A psychosocial treatment intervention for recurrent genital herpes: an investigation of psychoneuroimmunology." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49825.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Loots, Mathilda Christina. "Teachers’ implementation of an asset-based intervention for school-based psychosocial support." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25196.

Full text
Abstract:
Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed at school-based psychosocial support. The working assumption was that teachers could act as protective resources in implementing the asset-based approach (following their participation in STAR1) to promote psychosocial support in their school-community contexts. The four schools were conveniently selected as information-rich cases to participate in the research study. The four cases comprised one informal settlement primary school in the Eastern Cape, two urban primary schools in Gauteng and one rural secondary school in Mpumalanga. Purposeful sampling was used to select ten participating teachers (n=40) in each school. Methodologically, the study followed a qualitative paradigm and a comparative case study design, implementing participatory rural appraisal (PRA) principles. The asset-based approach was used as theoretical framework. Multiple data gathering (focus groups, observation and intervention artefacts) and documentation procedures (verbatim transcripts, field notes, research journal and visual data) were implemented over a period of three years. Following constructivist grounded theory analysis, three main themes emerged: teachers using an asset-based approach for psychosocial support; teachers addressing barriers resourcefully; and teachers’ demonstrated asset-based competencies. The findings of the current study confirm that schools as part of unique systems are interrelated in terms of networks that mobilise assets, irrespective of the context. Teachers experience and prioritise a) socio-economic barriers (HIV/AIDS, financial constraints due to poverty and unemployment, and child abuse) and b) stressors of teaching (workload and related time constraints, attrition of group members, low levels of parent involvement, as well as context-specific factors). Teachers’ identification of barriers is determined by school contexts. Across school contexts teachers identified a) internal assets in their classrooms, the school context and in their communities together with b) community resources (physical resources, natural and environmental resources, community organisations and institutions). In psychosocial support, teachers mobilised identified assets and resources to ameliorate the impact of barriers. Teachers therefore promoted resilience by means of psychosocial support. The characteristics of school-based psychosocial support include identifying assets, prioritising barriers, mobilising assets to ameliorate the presence of barriers and establishing systemic networks and partnerships. When providing psychosocial support, teachers demonstrated asset-based competencies (positive identity formation, group effectiveness skills and management skills) signified as internal protective resources. By dynamically engaging in the challenges of their school-community contexts, teachers demonstrated self-determination (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002) In the process, teachers displayed and actualised asset-based competencies, which in turn fulfilled the underlying psychological needs of competence, relatedness and autonomy. When they implemented the asset-based approach, it seemed to enhance teachers’ sense of coherence (Antonovsky, 1987) as they viewed the existence of barriers as being comprehensible, manageable and meaningful. Teachers were able to address barriers at an intrapersonal and interpersonal level as well as by deploying management skills. The three levels on which teachers addressed barriers correlate with their asset-based competencies. Their asset-based competency of positive identity formation was utilised to address barriers on an intrapersonal level; their group effectiveness skills addressed barriers on an interpersonal level and their management skills were deployed to address barriers on a level of administrating barriers efficiently. The study provides empirical evidence to broaden the current knowledge bases of the asset-based approach, resilience and school-based psychosocial support. The study contributes to the existing knowledge base of the asset-based approach by firstly highlighting social capital in school-community contexts as potential outcome of the implementation of the asset-based approach. Secondly, the study introduces asset-based competencies, as well as the dynamic relationship between these competencies and fundamental psychological needs (competence, relatedness and autonomy) as signified in self-determination theory (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002). Lastly, the study conjectures the interconnectedness between the asset-based approach and a sense of coherence, in the sense that implementation of the asset-based approach could result in enhanced eustress (Simmons&Nelson, 2005) and sense of coherence (Antonovsky, 1987, 1993) when faced with and addressing barriers. Within the context of the existing knowledge base of resilience in schools and school-based psychosocial support, the findings suggest that resilience in schools could be promoted by teacher-driven psychosocial support initiatives. Firstly, the study signifies greater insight in teachers’ perspective on the potential assets and resources available in school-community contexts that could be mobilised for psychosocial support and the promotion of resilience. Secondly, the findings suggest empirical evidence that teachers (in a school context) can mobilise resources so that schools may serve as protective resources to promote resilience through school-based psychosocial support. Thirdly, the study contributes to new insight in possible barriers that teachers could encounter on a daily basis as well as the sort of psychosocial support that could be expected from similar school-based interventions. Lastly, the study provides insight into potential ways in which teachers can address barriers on an intrapersonal and interpersonal level and by deploying management skills.
Thesis (PhD)--University of Pretoria, 2011.
Educational Psychology
unrestricted
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Psychosocial intervention"

1

Corporation professionnelle des travailleurs sociaux du Québec., ed. Psychosocial intervention and AIDS. [Montreal, P.Q.]: Corporation professionnelle des travailleurs sociaux du Québec, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Timothy, Lynch N., and Vasudevan Sridhar V, eds. Persistent pain: Psychosocial assessment and intervention. Boston: Nijhoff, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

P, Hermann Bruce, and Seidenberg Michael, eds. Childhood epilepsies: Neuropsychological, psychosocial, and intervention aspects. Chichester: Wiley, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Marianne, Land Helen, ed. AIDS: A complete guide to psychosocial intervention. Milwaukee, Wis: Family Service America, Inc., 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

H, Berke Joseph, ed. Beyond madness: Psychosocial interventions in psychosis. London: Jessica Kingsley, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1948-, Borg Barbara, and Bruce Mary Ann, eds. Psychosocial occupational therapy: Frames of reference for intervention. 2nd ed. Thorofare, NJ: SLACK Inc., 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

C, Longo Dianne, and Williams Reg Arthur, eds. Clinical practice in psychosocial nursing: Assessment and intervention. 2nd ed. Norwalk, Conn: Appleton-Century-Crofts, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Michael, Splain D., ed. Psychosocial intervention in long-term care: An advanced guide. New York: Haworth Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

M, Mensch James, and Miller Gary M, eds. The athletic trainer's guide to psychosocial intervention and referral. Thorofare, NJ: SLACK, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Psychosocial intervention"

1

Zhong, Xuefeng. "Psychosocial Behavioral Intervention." In Encyclopedia of Gerontology and Population Aging, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_424-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhong, Xuefeng. "Psychosocial Behavioral Intervention." In Encyclopedia of Gerontology and Population Aging, 4058–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vizzotto, Adriana D. B., Patricia C. Buchain, Jorge Henna Netto, and Hélio Elkis. "Psychosocial Intervention in Schizophrenia." In International Handbook of Occupational Therapy Interventions, 529–39. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08141-0_36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vizzotto, Adriana D. B., Patricia C. Buchain, Jorge Henna Netto, and Hélio Elkis. "Psychosocial Intervention in Schizophrenia." In International Handbook of Occupational Therapy Interventions, 269–76. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-75424-6_26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Weisæth, Lars. "Preventive Psychosocial Intervention After Disaster." In Extreme Stress and Communities: Impact and Intervention, 401–19. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8486-9_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cheema-Hasan, Ayesha. "Psychosocial Assessment and Early Intervention." In Child Refugee and Migrant Health, 19–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74906-4_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Baum, Andrew, and Barbara L. Andersen. "Psychosocial intervention and cancer: An introduction." In Psychosocial interventions for cancer., 3–12. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10402-001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fawzy, Fawzy I., Nancy W. Fawzy, and Andrea L. Canada. "Psychoeducational intervention programs for patients with cancer." In Psychosocial interventions for cancer., 235–67. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10402-013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Maguire, Peter, and Darius Razavi. "Screening for the Need of Psychosocial Intervention." In Psychosocial Aspects of Oncology, 93–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-46695-3_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Baum, Andrew, and Donna M. Posluszny. "Traumatic stress as a target for intervention with cancer patients." In Psychosocial interventions for cancer., 143–73. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10402-009.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Psychosocial intervention"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Desatnik-Miechimsky, Ofelia. "TRAINING SYSTEMIC FAMILY THERAPISTS RELATED TO PSYCHOSOCIAL INTERVENTION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end021.

Full text
Abstract:
"The purpose of this paper is to focus the need of a reflexive stand about systemic training in family therapy in a higher education program. This training is associated to diverse social interrelationships that combines theoretical and clinical objectives, as well as research activities and community issues. We have been working in training programs at the National Autonomous University of Mexico, Iztacala Faculty, since 2001. The epistemological basis of this training are the systemic and cybernetic perspectives, and constructionist view about social construction of meanings in therapy and in educational processes. We emphasize observer implication, where the student/therapist in training is observer and observant in the therapeutic and educational process. The community context is where the therapy occurs which represents complex problems of reality. We focus at individual and community influences in problem construction and at the diverse ways the systems structure is organized. We attend the emotional, cognitive, situational, social aspects of the person of the therapist. The dialogical systemic approach lead us to consider the situation of the therapist, the supervisors and the consultants. We focus on the ethics, the relational responsibility, of the systems participants involved. We propose the search for contradictions, concordances or dilemmas, associated to family, social and gender diversity, oriented to look for alternative ways of connecting with consultants and therapists. We emphasize the positioning of persons as subjects who can act upon their realities, that can explore different ways of action upon society, at the actual historical context where we live, trying to search for individual and collective strengths and possibilities. We propose a reflexive stand when we focus our educational work, about what we do, in which theoretical and ethical perspectives we base our proposals, in order to anticipate and promote responsible professionals in connection with community needs. This reflective processes can take in account dimensions such as: plurality, complexity, diversity, systemic relationships, meaning construction, history, contexts, social resources, gender perspective, power and the implication of the person of the therapist. Power relationships between professors, clinical supervisors, students, consultants, institutional systems, could be externalized in order to approach ethical considerations in the clinical and educational processes."
APA, Harvard, Vancouver, ISO, and other styles
3

Løkke, Anders, Ingeborg Farver-Vestergaard, Elisabeth Bendstrup, Maja O'Connor, and Robert Zachariae. "Technology-delivered psychosocial intervention in COPD: a feasibility study." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa3704.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kovacs, Izabella, Cristian Nicolescu, Artur-George Gaman, Cosmin Ilie, and Alin Irimia. "ORGANIZATIONAL STRESSORS IN THE CONTEXT OF INTERVENTION AND RESCUE ACTIVITIES." In 22nd SGEM International Multidisciplinary Scientific GeoConference 2022. STEF92 Technology, 2022. http://dx.doi.org/10.5593/sgem2022/1.1/s03.037.

Full text
Abstract:
Psychosocial risks are defined by the International Labor Organization in terms of interactions between job content, work organization and management, and other environmental and organizational conditions, on one hand, and employee conditions, skills, and needs, on the other. Thus, psychosocial risks refer to those interactions that prove to have a dangerous influence on employees' health through their perceptions and experience. Long-term involvement in stressful work situations can lead to onset of burnout syndrome, respectively a state of physical, emotional, and mental exhaustion. Health experts estimate that there are millions of people worldwide who suffer from burnout, which is considered a phenomenon of modern society. It is estimated that burnout is found in more than half of the world's active population. More and more organizations either create or buy, programs designed to support employees in preventing the onset of general and occupational stress or, if it has already settled, to assist them in managing it in the most adaptive way possible. The golden rule that prevention is better than cure also applies to psychosocial risk management approaches. The paper addresses the issue of organizational stressors from a theoretical point of view, underlining the most common types of stressors that have the potential to interfere with the work of intervention and rescue personnel.
APA, Harvard, Vancouver, ISO, and other styles
5

L Mudannayake, M. A. D. A., and T. A. Weerasinghe. "Effectiveness of an online learning intervention to develop psychosocial competencies." In 2018 18th International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2018. http://dx.doi.org/10.1109/icter.2018.8615582.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Moroz, Ruslana. "Models of crisis intervention in the context of the COVID-19 pandemic." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.3.

Full text
Abstract:
On the basis of the analysis of foreign theories the basic and extended theory of crisis is described. The crisis is perceived by man as unbearable difficulties that deplete the resources of endurance and disrupt the mechanisms of overcoming difficulties. The basic theory of crisis postulates emergency psychological assistance to help a person in crisis in terms of awareness and treatment of affective, behavioral and cognitive disorders. The extended theory of crisis emphasizes the occurrence of pathological symptoms in each person with the right combination of developmental factors, social, psychological, and situational factors. The following models of crisis intervention are given: he model of balance / imbalance; the cognitive model; the model of psychosocial transformation; the model of ecological development. There are revealed crisis intervention models, which combine the following tasks: focusing on stabilizing the symptoms of distress, alleviating symptoms, restoring the adaptive stage of functioning and facilitating access to further support for the victim. Keywords:crisis intervention, crisis interventions, crisis theory, short-term crisis therapy, crisis intervention models
APA, Harvard, Vancouver, ISO, and other styles
7

Farver-Vestergaard, Ingeborg, Anders Løkke, and Robert Zachariae. "Efficacy of psychosocial intervention in COPD: a systematic review and meta-analysis." In ERS International Congress 2020 abstracts. European Respiratory Society, 2020. http://dx.doi.org/10.1183/13993003.congress-2020.900.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mannarini, Stefania, Laura Balottin, Giulia Ciclamini, Sara Marigo, and Francesco Carotenuto. "EMOTIONAL COMPETENCE AND PSYCHOSOCIAL ADJUSTMENT. A RESEARCH INTERVENTION IN PRIMARY SCHOOLED CHILDREN." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2146.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fitriana, Mimi, and Nur Hamizah Hj. Ramli. "Psychosocial Determinants of Antisocial Behavior among Young Adults in Kuala Lumpur." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cella, David F. "PSYCHOSOCIAL ASPECTS OF CANCER: IMPLICATIONS FOR QUALITY OF LIFE (QL) MEASUREMENT AND INTERVENTION." In IX World Congress of Psychiatry. WORLD SCIENTIFIC, 1994. http://dx.doi.org/10.1142/9789814440912_0164.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Psychosocial intervention"

1

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Taylor, C. B., and Andrew J. Winzelberg. The Development and Evaluation of an Innovative Internet-Based Breast Cancer Psychosocial Intervention. Fort Belvoir, VA: Defense Technical Information Center, October 2001. http://dx.doi.org/10.21236/ada403662.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Taylor, C. B. The Development and Evaluation of an Innovative Internet-Based Breast Cancer Psychosocial Intervention. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada392283.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jani, Nrupa, and Katie Schenk. Formative research to develop an intervention for addressing mental health/psychosocial issues and HIV vulnerability of marginalized adolescents in Addis Ababa, Ethiopia. Population Council, 2014. http://dx.doi.org/10.31899/hiv9.1003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

Full text
Abstract:
Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
APA, Harvard, Vancouver, ISO, and other styles
6

Tian, Yichang, Hu Deng, Zhimin Xin, Xueqian Zhang, and Xiaokui Yang. Premature ovarian insufficiency is associated with increased risk of depression, anxiety and poor life quality: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0020.

Full text
Abstract:
Review question / Objective: A meta-analysis of cross-sectional, case-control and cohort studies (S) was conducted to explore whether women with POI/POF (P) could increase risk of depression, anxiety, and poor quality of life (O). Intervention studies (I) are eligible only if pre-intervention data were available(I) and the comparator(C) of this meta-analysis was people who do not suffer from POI (age-matched). Condition being studied: Several studies have been conducted to show that POI affects the quality of life of patients, of which psychological and psychosocial factors cannot be ignored as a part. Most studies have shown that POI patients are more prone to negative emotions such as depression and anxiety than normal people, but some studies have also shown that normal POI patients are psychologically indistinguishable from normal people. Therefore, meta-analysis is needed to determine the effect of POI on psychological factors and to better guide the clinical treatment plan.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mukdarut, Bangpan, Anna Chiumento, Kelly Dickson, and Lambert Felix. The Impact of Mental Health and Psychosocial Support Interventions on People Affected by Humanitarian Emergencies: A systematic review. Oxfam; Feinstein International Center; UKAID, March 2017. http://dx.doi.org/10.21201/2017.8937.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Iffat, Idris. Approaches to Youth Violence in Jordan. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/k4d.2021.121.

Full text
Abstract:
Youth violence, particularly targeting the state as well as engagement in violent extremism, has been a persistent feature in Jordan over the past decade. There are numerous factors driving this: economic, political and social marginalization of young people; a search for purpose (in the case of religious extremism); and ineffective youth policies on the part of the government. Other key forms of marginalization in Jordan are ethnicity, gender and disability. With regard to community security mechanisms, Jordan has made efforts to introduce community policing. These link in with traditional tribal dispute resolution mechanisms, but the impact on youth is unclear. Psychosocial support for youth is important. Interventions will vary depending on needs and context, but sport and education (learning spaces) are especially effective avenues to reach young people. This review drew on a mixture of academic and grey literature. While it found significant literature about youth protests in Jordan (in particular in the early 2010s) and on drivers of youth violence, as well as other forms of marginalization in the country, there was very little on community security mechanisms – whether formal or informal. The review identified several sources of recommendations for psychosocial support programming (for youth), but few evaluations of such interventions specifically targeting youth in other countries. Overall, there are gaps in the evidence base, highlighting the need for further research.
APA, Harvard, Vancouver, ISO, and other styles
10

Carpenter, Jo. Monitoring Inclusion in Crises. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.103.

Full text
Abstract:
This Briefing Note responds to key challenges articulated by Foreign, Commonwealth & Development (FCDO) staff in monitoring how, and the extent to which, programming, policy and humanitarian interventions in crisis contexts support inclusion. It provides an overview of how to monitor inclusion, focusing on ongoing monitoring during the implementation of interventions. However, there is some crossover with evaluation and learning processes, especially in complex crisis contexts. The information provided is relevant to people working within and across a range of sectors that seek to address the diverse needs that emerge during crises, including social protection; climate resilience and food security; health; water, sanitation and hygiene (WASH); education; livelihoods; infrastructure and economic growth; mental health and psychosocial support; protection; and governance or peacebuilding initiatives.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Psychosocial intervention' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography