Relevant bibliographies by topics / Psychosocial issues

Academic literature on the topic 'Psychosocial issues'

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Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Psychosocial issues"

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Matsushita, Akira. "Psychosocial Issues." Nihon Naika Gakkai Zasshi 108, no. 7 (July 10, 2019): 1427–34. http://dx.doi.org/10.2169/naika.108.1427.

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Gatchel, Robert J., and Margaret A. Gardea. "PSYCHOSOCIAL ISSUES." Neurologic Clinics 17, no. 1 (February 1999): 149–66. http://dx.doi.org/10.1016/s0733-8619(05)70119-5.

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Filiberti, A., R. A. Audisio, and S. Kaasa. "Psychosocial issues." Critical Reviews in Oncology/Hematology 27, no. 2 (February 1998): 131–32. http://dx.doi.org/10.1016/s1040-8428(97)10019-1.

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Goldstein, M. J. "Psychosocial Issues." Schizophrenia Bulletin 13, no. 1 (January 1, 1987): 157–71. http://dx.doi.org/10.1093/schbul/13.1.157.

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Small, Elisabeth C. "PSYCHOSOCIAL-SEXUAL ISSUES." Obstetrics and Gynecology Clinics of North America 21, no. 4 (December 1994): 773–80. http://dx.doi.org/10.1016/s0889-8545(21)00712-9.

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Holland, J., and D. Wellisch. "Psychosocial Issues and Cancer." CA: A Cancer Journal for Clinicians 38, no. 3 (May 1, 1988): 130–32. http://dx.doi.org/10.3322/canjclin.38.3.130.

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Christ, Grace H., Lori S. Wiener, and Rosemary T. Moynihan. "Psychosocial Issues in AIDS." Psychiatric Annals 16, no. 3 (March 1, 1986): 173–79. http://dx.doi.org/10.3928/0048-5713-19860301-10.

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Culpepper, Larry, and Brian Jack. "PSYCHOSOCIAL ISSUES IN PREGNANCY." Primary Care: Clinics in Office Practice 20, no. 3 (September 1993): 599–619. http://dx.doi.org/10.1016/s0095-4543(21)00414-0.

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Lask, Bryan. "Psychosomatic and psychosocial issues." Current Opinion in Pediatrics 2, no. 4 (August 1990): 711–14. http://dx.doi.org/10.1097/00008480-199008000-00014.

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Vinall, M., and F. Pouwer. "Psychosocial Issues in Diabetes." MD Conference Express 13, no. 17 (November 1, 2013): 6–7. http://dx.doi.org/10.1177/155989771317002.

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Dissertations / Theses on the topic "Psychosocial issues"

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Golembiovskaya, A. "Psychosocial issues of the globalization." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/22793.

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Mattsson, Elisabet. "Cancer During Adolescence: Psychosocial Consequences and Methodological Issues." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8643.

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The overall aim of this thesis was to investigate psychosocial consequences of cancer during adolescence, using a longitudinal approach. An additional aim was to investigate if mode of administration has an influence on adolescents’ and young adults’ self-reported psychosocial function. In Study I participants, aged 13-23 years, were randomised according to two modes of administration, telephone interview and postal questionnaire, and asked to complete the Hospital Anxiety and Depression Scale (HADS) and Short Form 36 (SF-36). The telephone mode resulted in a higher response rate, better self-rated psychosocial function (except for the youngest age group), overall lower Cronbach’s alpha values, and a larger percentage of ceiling effects compared to the postal mode. A higher proportion of males than females chose not to participate in the postal mode. In Study II and III adolescents diagnosed with cancer completed the HADS and two sub-scales from the SF-36 (Mental Health and Vitality) 4-8 weeks, 6, 12, and 18 months after diagnosis. In Study II adolescents with cancer were compared to a reference group from the general population. Shortly after diagnosis the cancer group rated their psychosocial function as worse compared to the reference group. However, the differences gradually disappeared over time and were then reversed, resulting in the cancer group reporting better vitality and lower levels of anxiety and depression than the reference group eighteen months after diagnosis. In Study III five distinct psychosocial states were identified, characterised by: psychosocial dysfunction (state A), poor psychosocial function (state B), incomplete psychosocial function (state C), good psychosocial function (state D), and excellent psychosocial function (state E). Shortly after diagnosis more adolescents than expected by chance were found in states A and C and fewer were found in states D and E. Eighteen months after diagnosis a different pattern emerged, where more adolescents than expected were found in state E and fewer than expected in state C. In Study IV adolescents, two years after diagnosis, reported problems with physical impairment, intrusive thoughts, feelings of alienation, and problems catching up with school. However, a majority of the participants also reported positive consequences with regard to the cancer disease: a more positive view of life, good self-esteem, knowledge and experience with regard to disease and hospital care, good relations, broader perspectives, and material gains. Study V, a review of the literature, indicates that survivors of childhood/adolescent cancer do not differ from comparison groups with regard to relations to others and relation to self. However, some findings highlight that friendship and marital status are areas of concern, and parenthood and sexuality are areas of potential concern. In conclusion, mode of administration influences adolescents’ and young adults’ self-reported psychosocial function and is related to age. Psychosocial function increases with time from diagnosis for most adolescents diagnosed with cancer. However, some individuals remain in poor psychosocial states during the first eighteen months after diagnosis. Increased efforts should be taken to identify these individuals.
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Waller, Josephine. "The viral aetiology of cervical cancer : psychosocial issues." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1446882/.

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This work stems from the discovery that certain sexually transmitted types of human papillomavirus (HPV) are the main causal agents in cervical carcinogenesis. The thesis sets out to explore the psychosocial issues that arise from linking a sexually transmitted infection with cervical cancer. Four studies were carried out. Study 1 was a survey of women attending a well-woman clinic (n=1032) and assessed awareness and knowledge about HPV. Study 2 used a population representative sample of men and women (n=1937) to assess beliefs about the risk factors for cervical cancer. Study 3 used in-depth interviews to explore the beliefs and experiences of 74 women who had taken part in HPV testing. Study 4 was a continuation of Study 3, in which 30 women were interviewed following participation in their second HPV test, a year after the first. Awareness of HPV and its link with cervical cancer was found to be low. Although there was higher awareness of sexual activity as a risk factor for cervical cancer, this was far from universal. Women testing positive for HPV who understood that it was sexually transmitted frequently reported negative emotional and social responses, different from those that have been found among women with abnormal smear test results. Leventhal's Common Sense Model of self-regulation in health and illness provided a useful framework within which to conceptualise the relationship between women's cognitive representations of HPV and their responses to the infection. It seemed that women were also engaged in the self-regulation of their relationships and were motivated to develop representations of HPV that did not impugn their current partners. Diagnosis with persistent HPV infection was associated with higher levels of anxiety about health and with the desire for immediate further investigation by colposcopy, rather than continued surveillance. The introduction of HPV testing and vaccination should be accompanied by widespread public education. If information provision is not handled in a sensitive way, it could cause confusion and stigmatise cervical cancer. More research is needed to develop ways to communicate information about HPV effectively.
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Naik, Sarita. "Addressing the educational and psychosocial issues in type 1 diabetes." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/372998/.

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People with type 1 diabetes require good self-management skills in order to achieve good levels of diabetes control. Self-management skills can be onerous and can cause significant disruption to people's lives. Improving knowledge through structured education programmes can help to improve self-management skills. However psychosocial barriers can prevent some patients developing the necessary skills. The aim of this work was to use qualitative and quantitative analysis to identify some of these barriers so that more appropriate diabetes services can be developed. Focus groups were held to assess patients' views on clinic visits. The results suggested that the time at diagnosis was the most difficult and required better support and so the 'Living with Diabetes' programme was developed to improve support for individuals with newly-diagnosed type 1 diabetes. The programme resulted in significant improvements in glycaemic control and qualitative analysis suggested that patients felt in control of their diabetes and had developed good problem-solving abilities. Analysis of the Bournemouth Intensive Education programme demonstrated that this programme can help individuals to improve their HbA1c by 0.5% and maintain this improvement over four years. Further work with individuals who did not improve their glycaemic control with intensive education suggested that 'readiness to change' was an important factor which needs more assessment. Finally a brief motivational interviewing programme was designed for these individuals. Glycaemic control did not improve after the programme but qualitative analysis suggested some of these patients lacked confidence and had poor coping skills which may have stemmed from poor care at diagnosis. The 'Living with Diabetes' programme may help to prevent some of these difficulties and further analysis of this programme is needed to assess the long term benefits.
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Dale, Hannah. "Men with cancer : psychosocial issues, health behaviours, coping and help seeking." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8983.

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Background: A range of factors contribute to men with cancer having worse mortality and morbidity rates than women. The research specifically focused on psychosocial issues and health behaviours in men with cancer, and factors affecting help seeking behaviour. Methods: A mixed-methods study recruited adult men with cancer in the East of Scotland. The quantitative cross-sectional study explored psychosocial issues, health behaviours, and desire for support. Data from the Scottish Longitudinal Study were accessed to check sample representativeness. The qualitative study built on the preliminary findings of the quantitative study and used semi-structured interviews to explore factors affecting men's access to support. Inductive thematic analysis was undertaken. Results: 127 men with cancer completed the questionnaire. Being separated or divorced, younger and living in a high deprivation area was associated with poor psychosocial outcomes and some lifestyle behaviours. Social support was also influential. Twenty participants were interviewed. Appraisal of, and coping with, cancer in addition to biopsychosocial antecedents, the role of masculinity, and service contexts impacted on help seeking. The findings support a modified model of the transactional model of stress and coping relevant to men with cancer, which is new and original since it specifically incorporates the role of masculinity, highlights feedback from coping to appraisal, and recognises important service context factors that impact men's service access choices. Discussion: Legitimisation of help seeking and the use of emotion-focused coping styles were needed by some men, particularly where ideas about masculinity played a strong role in men's appraisal of, and coping with cancer. Implications for practice and policy relate to the survivorship agenda given the ongoing support men with cancer may need. Related to this, there is a need to carefully tailor and advertise services to men, and for health professionals to help legitimise the use of certain coping strategies and services.
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Kiyiapi, Lucy Irene, and res cand@acu edu au. "The Psychosocial Issues of Orphaned Youth by HIV/AIDS in Western Kenya." Australian Catholic University. School of Psychology, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp184.28112008.

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Despite the elaborate intervention strategies and huge emphasis on AIDS and orphan hood, there is a looming danger that might create a lost generation of young people who are growing up without role models, parental guidance, warmth, love and proper care. Young people in these times of AIDS are charged with the responsibility of caring for their infected parents until they die; and thereafter to care for their siblings. Despite playing these important roles coupled with their complex developmental issues young people face as they negotiate their independence towards adulthood, there is generally a lack of concern as far as the psychosocial issues experienced by youth who are orphaned due to AIDS is concerned as evidence by paucity of published literature. This research therefore, focused on the psychosocial issues of youth orphaned by HIV/AIDS in Western Kenya. This comparative study compared youth who have lost their parent(s) to AIDS, to those who have lost parent(s) through other causes and youth from intact families. The study explored the daily hassles and uplifts as experienced by these three categories. Their psychological well-being was studied in a bid to understand how this phenomenon has impacted on the orphaned young people emotional well-being. The extend to which self-efficacy (resilience), perceived social support and good coping strategies buffer young people from HIV/AIDS impact were studied. Data was obtained from 156 students at the Moi University. One way ANOVA test used to test the mean hassles and mean uplifts scores revealed there were not significantly different across the participants’ status. Investigations to determine whether the mean scores for anxiety, self esteem, and depression depend on participants’ status; a further one way ANOVA was carried out, which revealed based on overall F-test the mean self esteem and depression scores are significantly different at 5% level of significant. A pair- wise Pearson correlation was performed to investigate whether anxiety, depression and self esteem scores depend on the coping skills, self-efficacy and perceived social support. Results indicate depression significantly associated with social support, while self esteem is significantly associated with self-efficacy. The qualitative data further validated these findings by revealing that orphaned youth by AIDS were depressed and had poor self-esteem.
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Kiyiapi, Lucy Irene. "The psychosocial issues of orphaned youth by HIV/AIDS in Western Kenya." Phd thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/a0fd598eb07077c6ddf0e93b2ea4921879979438f2f1d56e7fd890c18101d29e/1031538/64951_downloaded_stream_176.pdf.

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Despite the elaborate intervention strategies and huge emphasis on AIDS and orphan hood, there is a looming danger that might create a lost generation of young people who are growing up without role models, parental guidance, warmth, love and proper care. Young people in these times of AIDS are charged with the responsibility of caring for their infected parents until they die; and thereafter to care for their siblings. Despite playing these important roles coupled with their complex developmental issues young people face as they negotiate their independence towards adulthood, there is generally a lack of concern as far as the psychosocial issues experienced by youth who are orphaned due to AIDS is concerned as evidence by paucity of published literature. This research therefore, focused on the psychosocial issues of youth orphaned by HIV/AIDS in Western Kenya. This comparative study compared youth who have lost their parent(s) to AIDS, to those who have lost parent(s) through other causes and youth from intact families. The study explored the daily hassles and uplifts as experienced by these three categories. Their psychological well-being was studied in a bid to understand how this phenomenon has impacted on the orphaned young people emotional well-being. The extend to which self-efficacy (resilience), perceived social support and good coping strategies buffer young people from HIV/AIDS impact were studied. Data was obtained from 156 students at the Moi University. One way ANOVA test used to test the mean hassles and mean uplifts scores revealed there were not significantly different across the participants' status. Investigations to determine whether the mean scores for anxiety, self esteem, and depression depend on participants' status; a further one way ANOVA was carried out, which revealed based on overall F-test the mean self esteem and depression scores are significantly different at 5% level of significant.;A pair- wise Pearson correlation was performed to investigate whether anxiety, depression and self esteem scores depend on the coping skills, self-efficacy and perceived social support. Results indicate depression significantly associated with social support, while self esteem is significantly associated with self-efficacy. The qualitative data further validated these findings by revealing that orphaned youth by AIDS were depressed and had poor self-esteem.
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Greenwell, Audry, Judy G. McCook, Stacey Williams, Sheeba Anand, and Beth Bailey. "Polycystic Ovary Syndrome: Morbidity Issues and the Psychosocial Impact on Infertile Women." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7186.

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Objective: Polycystic ovary syndrome (PCOS) is a multidimensional endocrine disorder and the leading female infertility. PCOS is characterized as a clustering of clinical concerns, which include hyperandrogenism, obesity, and menstrual abnormalities/infertility. These characteristics were examined with regard to their impact on women's psychosocial concerns and health related quality of life. Design: Cross-sectional, correlational Setting: Private endocrinology practice in the rural Southeastern U.S. Participants: The study sample consisted of 126 women with PCOS. Methods: Convenience sampling yielded 126 subjects who met the diagnosis for PCOS, underwent laboratory testing and physical assessment, completed psychological and quality of life survey instruments and were included in data analysis. Results: Results of multiple regression analyses, controlling for demographic covariates, were completed on markers of hyperandrogenism, obesity and current fertility intent. Findings revealed hirsutism was significantly related to increased symptoms of anxiety and somatization and decreased quality of life among women with PCOS, while elevated androgen levels were significantly related to decreased quality of life. Current fertility intent significantly impacted symptoms related to interpersonal sensitivity, anxiety, psychoticism, and the global symptom severity index. Specifically, women not currently trying to conceive had higher levels of these psychological symptom outcomes. Conclusion/Implications for nursing practice: Women with PCOS are at elevated risk for psychological distress, and psychological symptoms appear to increase with increasing severity of PCOS symptoms. Women not currently trying to conceive appear to be at higher risk for psychological distress and lower quality of life.
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Disbrow, Debra Kay. "Barriers Cardiac Nurses Face in Addressing Psychosocial Issues of Heart Failure Patients." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3670.

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Heart failure is a chronic disease and a common cause of hospitalizations and readmissions within 30-days of discharge. To decrease the cost of care for patients with heart failure, the Centers for Medicare and Medicaid Services initiated the Readmissions Reduction Program that reduces payment to hospitals with preventable readmissions. Among the causes for readmissions of patients with heart failure are concurrent behavioral health issues that can lead to decreased medication compliance and increased risk for disease progression. The prevalence of comorbid depression is as high as 77% among patients with heart failure and may be an important factor in readmissions. Although cardiac nurses in the emergency room, intensive care unit, and the progressive care units at a community hospital were perceived by managers to be in optimal settings to assess for behavioral health issues and make referrals as appropriate, assessments were not being conducted. The purpose of the project was to determine the barriers nurses faced in completing the assessments. Four audiotaped focus groups with a total of 18 cardiac nurses were held and the data were transcribed for analysis. Using Kalcaba's comfort contexts (physical, psychospiritual, social, and environmental), the barriers identified by the nurses were categorized into a fishbone diagram and a Pareto chart. The nurses identified lack of a standardized screening tool, lack of priority given to behavioral health assessments, lack of time to conduct the assessments, and lack of a clear facility policy related to the assessments as barriers. A positive social change resulting from the project is an initiative to address the barriers and ensure that patients with heart failure are cared for in a holistic manner that addresses physical and behavioral health issues.
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Lloyd, Susannah. "Understanding the experience of prophylactic bilateral mastectomy : a grounded theory study." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302194.

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Books on the topic "Psychosocial issues"

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Denise, LaFond, ed. Living with aphasia: Psychosocial issues. San Diego, Calif: Singular Pub. Group, 1993.

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Mari, Lloyd-Williams, ed. Psychosocial issues in palliative care. Oxford: Oxford University Press, 2003.

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1931-, Tsuang Ming T., Kendler Kenneth S. 1950-, and Lyons Michael J. 1949-, eds. Genetic issues in psychosocial epidemiology. New Brunswick, N.J: Rutgers University Press, 1991.

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Euthanasia and assisted suicide: Psychosocial issues. Springfield, Ill., U.S.A: Charles C. Thomas, 1997.

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Marilyn, Davidson, and Earnshaw Jill, eds. Vulnerable workers: Psychosocial and legal issues. Chichester: J. Wiley, 1991.

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L, Berry Gordon, and Asamen Joy Keiko 1953-, eds. Black students: Psychosocial issues and academic achievement. Newbury Park, Calif: Sage Publications, 1990.

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1932-, Hurtig Anita Landau, and Viera Carol Therese 1952-, eds. Sickle cell disease: Psychological and psychosocial issues. Urbana: University of Illinois Press, 1986.

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Understanding police and police work: Psychosocial issues. New York: New York University Press, 1990.

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1945-, Cook David, Straussner Shulamith Lala Ashenberg, and Fewell Christine, eds. Psychosocial issues in the treatment of alcoholism. New York: Haworth Press, 1985.

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Guimón, J. Inequity and madness: Psychosocial and human rights issues. New York: Kluwer Academic/Plenum Publishers, 2001.

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Book chapters on the topic "Psychosocial issues"

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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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Seikowski, Kurt. "Psychosocial Issues." In Sexually Transmitted Infections and Sexually Transmitted Diseases, 877–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-14663-3_62.

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Krug, Ronald S., and Alvah R. Cass. "Theories, Psychosocial Issues." In Oklahoma Notes, 69–139. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8441-0_2.

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Krug, Ronald S., and Alvah R. Cass. "Theories, Psychosocial Issues." In Oklahoma Notes, 67–129. New York, NY: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4684-0439-5_2.

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Wagner, Mark T., and Marian B. Danse. "Cognitive Rehabilitation: Psychosocial Issues." In The Rehabilitation of Cognitive Disabilities, 139–48. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1899-6_9.

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Wilson, Val. "Diabetes and Psychosocial Issues." In Psychology in Diabetes Care and Practice, 28–39. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003260219-3.

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Danish, Neelam, Ani Gupta, Ayesha Ebrahim, Omo Edaki, and Imran S. Khawaja. "Psychosocial Issues of Narcolepsy." In Sleep Disorders in Selected Psychiatric Settings, 147–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59309-4_16.

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Tarnowski, Kenneth J., and L. Kaye Rasnake. "Long-Term Psychosocial Sequelae." In Issues in Clinical Child Psychology, 81–118. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9389-5_4.

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Steel, Jennifer L., Andrea DiMartini, and Mary Amanda Dew. "Psychosocial Issues in Hepatocellular Carcinoma." In Hepatocellular Carcinoma, 641–711. Totowa, NJ: Humana Press, 2009. http://dx.doi.org/10.1007/978-1-60327-376-3_24.

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Krause, Audrey A. "Psychosocial Issues in Intestinal Transplantation." In Contemporary Small Bowel Transplantation, 1–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-05547-3_20-1.

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Conference papers on the topic "Psychosocial issues"

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Kanas, Nick, and Jennifer Ritsher. "Psychosocial Issues During a Mars Mission." In 1st Space Exploration Conference: Continuing the Voyage of Discovery. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2005. http://dx.doi.org/10.2514/6.2005-2668.

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Chiboola, Hector. "Health Issues for Psychosocial Counselling in Children." In 2017 2nd International Conference on Biological Sciences and Technology (BST 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/bst-17.2018.58.

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Fallowfield, LJ. "Abstract PL03: Psychosocial, survivorship issues: Are we doing better?" In Abstracts: Thirty-Sixth Annual CTRC-AACR San Antonio Breast Cancer Symposium - Dec 10-14, 2013; San Antonio, TX. American Association for Cancer Research, 2013. http://dx.doi.org/10.1158/0008-5472.sabcs13-pl03.

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Brewer, Janet. "U.S. V. Brendt Christensen: Jurisdictional, Psychosocial and Cross-cultural Issues." In 3rd International Conference on Research in Social Sciences. GLOBALKS, 2020. http://dx.doi.org/10.33422/3rd.rssconf.2020.11.100.

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Fillmore, E., J. Slater, and V. Kwan. "P56 HEEADSSS: Standardised assessment to identify psychosocial issues for unaccompanied asylum seeking children." In RCPCH and SAHM Adolescent Health Conference; Coming of Age, 18–19 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjpo-2019-rcpch-sahm.60.

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Castronuevo-Ruga, Evangeline. "P216 Gender-based violence and the associated psychosocial and mental health issues among filipino HIV-positives." In Abstracts for the STI & HIV World Congress (Joint Meeting of the 23rd ISSTDR and 20th IUSTI), July 14–17, 2019, Vancouver, Canada. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/sextrans-2019-sti.360.

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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.

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"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."
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Bester, M. "1474 Practices in the railway industry for assessments, intervention and management of psychosocial issues in south africa." 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.877.

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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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Abstract:
[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Ferrara, Maria, Elisa Langiano, Lavinia Falese, Antonella De Marco, and Elisabetta De Vito. "Quality of life and psychosocial impact of the lockdown due to the Covid-19 pandemic on patients with cancer: a cross-sectional study." In The 3rd International Electronic Conference on Environmental Research and Public Health —Public Health Issues in the Context of the COVID-19 Pandemic. Basel, Switzerland: MDPI, 2021. http://dx.doi.org/10.3390/ecerph-3-09021.

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Reports on the topic "Psychosocial issues"

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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.

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Expanding our understanding of the psychosocial work environment: a compendium of measures of discrimination, harassment and work-family issues. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, December 2007. http://dx.doi.org/10.26616/nioshpub2008104.

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