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Journal articles on the topic "Resilience-based life skills intervention"
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Subramanian, A. "DEVELOPING LIFE SKILLS IN YOUTH." International Journal of Research -GRANTHAALAYAH 4, no. 4SE (April 30, 2016): 65–74. http://dx.doi.org/10.29121/granthaalayah.v4.i4se.2016.2745.
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Life skills help young people navigate the challenges of everyday life. They enable them to develop into healthy, responsible, and productive adults. Adolescent life skills are central to psychological theories that aim to understand how skills and competencies develop. From a practical standpoint, the promotion of life skills has been identified as a key resource for enhancing positive and productive development in youth. As today’s societies rapidly become ever more diversified both demographically and politically, our youth and adolescents face multifaceted challenges. What do these societal demands imply for the key skills that young people need to acquire? Answering this question is important not only for maintaining the quality of civic life and social cohesion, but also for enabling children and adolescents to develop into healthy, productive, and autonomous adults. Defining such skills can also improve our assessment of how well prepared young people are for life’s challenges, and it can help us identify overarching goals for monitoring and evaluating education and intervention practices. Scholars, practitioners, and institutional administrators agree that having life skills help young people navigate these societal challenges, thereby contributing to their healthy, positive, and productive development. It is to define the key life skills in young people, identify their core domains, and review the theories and empirical evidence that address them and how they are acquired. The need for a developmental perspective is highlighted and the implications of a life skills framework for monitoring and evaluating educational and intervention practices are discussed. From the theoretical frameworks and exemplary models of life skills development in youth, it has become clear that despite conceptual differences, life skills frameworks for youth development suggest that all interventions need to provide age-appropriate ways for young people to fulfil their growth potential by improving their mental health, their learning, and their relationships with both adults and peers. On the other hand, this brief review has also shown that the frameworks provide a conceptual background for both research and application. They promise greater collaboration between researchers and practitioners, as well as improvements in developmentally informed intervention programs for youth. It highlights the potential for a new era of developmentally informed life skills intervention for youth. A coherent, rational, and sustainable intervention based on a youth development perspective and incorporating the principles of risk and resilience has tremendous potential for guiding the development of effective interventions.
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Bhatti, Iram Irshad, Dr Tahira Kalsoom, and Dr Tahira Batool. "The Effect of Resilience Intervention on Levels of Optimism." sjesr 3, no. 1 (April 19, 2020): 57–66. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(57-66).
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This study explores the impact of 3-weeks intervention based on resilience as a psychosocial skill to enhance the levels of optimism, self-esteem, and resilience as well as the correlation between these variables. Participants were selected randomly from the Law College studying in Undergraduate Program. The intact group received 3 two-hours weekly sessions. Measures of Life Orientation Test (Revised), resilience scale and self-esteem scale were administered to gauge pre-post intervention. Data analysis indicated a significantly higher resilience score, moderately high score on the self-esteem score and significant high-rise on levels of optimism providing a reasonable positive impact. The findings of the study clearly show that resilience intervention is effective to boost self-esteem, resilience and positive life orientation.
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Bhushan, Nivedita, Maihan Vu, Randall Teal, Jessica Carda-Auten, Dianne Ward, and Temitope Erinosho. "Assessing Challenges in Low-Income Families to Inform a Life Skills–Based Obesity Intervention." Health Promotion Practice 19, no. 6 (December 7, 2017): 915–24. http://dx.doi.org/10.1177/1524839917746118.
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Background. This article describes the formative research undertaken to explore challenges of low-income parents of 3-to 5-year-olds to inform a parent-focused life skills–based intervention to prevent obesity in preschool-aged children. Method. A total of 40 parents completed surveys, 30 parents participated in focus groups, and 5 community stakeholders participated in individual interviews. In each data mode, participants were asked to prioritize a list of challenges centered on parenting, family care, and self-care. Survey data were analyzed descriptively using SAS, while focus groups and interviews were analyzed for emerging themes using ATLAS.ti. Results. Parents reported needing strategies for managing children’s behavior around picky eating, limits/boundaries, tantrums, and routines. Challenges with child behavior management were compounded by parents’ inability to find affordable fun family activities outside the home and difficulties in communicating childrearing expectations to coparents/relatives who assisted with child care. Added to these were other competing priorities (e.g., financial) that led to the neglect of self, including the inability to find “me” time, build relationships, and care for one’s health. Conclusions. Interventions that address parenting, family care and self-care challenges of low-income parents may enhance resilience and support positive changes that can promote healthy development in children, including obesity prevention.
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Svence, Guna. "The concept of resilience- the scientific adaptation for society health." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 525. http://dx.doi.org/10.17770/sie2012vol1.79.
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The main idea of the paper to indicate the factors of resilience indicators. The task of the research - a theoretical analysis of the latest research resilience factors and resilience risk factors and to analyze the theory of the intervention of positive psychology and development programs. Based on quantitative methods (narrative content analysis) recognise the contents of resilience and create the resilience factor model. Author together with students form RTTEMA master study programme “Psychology” during last 4 years (Svence and Nereta, Pumpurina, Stale, Berzina, 2009-2012) has created a positive intervention author programme “Resilience skills training” and adapted in Latvian term “resilience” together with scale of resilience (Resilience Scale, RS, Wagnild & Young, 1993). Eksperimental programmes was based on the Penn Resilience Programme (Seligman at al, 1999) and Masters Resilience Trainer (Gillham, Reivich, & Jaycox, 2008 Reivich & Seligman, 2008) programms which include the vitaly of skills development (self-regulation, hardiness, optimism, meaningful live, character strengths, etc). The practical aim is to analyse and compare resilience indicators in the groups of different ages (this article will analyse one of them- 40-50 years old wimin leaders group) in the period of twelve weeks by using experimental program of positive intervention. One of researches (Svence, Berzina, 2011-2012) participants narrative content analysis proves that individuals with daily stress caused by various stressors, and it significantly affects psychological wellbeing, as a result of these stressors can be added to the resilience risk factors because they increase human adaptive interference. Narrative content analysis proves that, for examples, women's resilience is the compilation of the resources - the vitality of the personality resources, which includes the force of will, hope, optimism, ability to adapt to change, stress tolerance, ability to solve problems and make decisions, positive thinking and attitude towards yourself and life in general . Women's are important resilience factors is social support of relatives, which gives strength and comfort, communicating with other, previous experience, understanding of the resources resilience, sense of responsibility, positive attitudes towards themselves, belief in yourself and the desire to improve themselves. After the intervention of quantitative analysis of the results of the study the author concludes that resilience is a set of skills that can be developed. It is proved by the results of the indicators before and after the intervention is received as well as by the results achieved in positive psychology (Seligman et al, 1999; Gillham, Reivich, & Jaycox, 2008 Reivich & Seligman, Jackson, & Watkins, 2004, Khoshaba , Maddi, 1999, Gillham et al. 1991; Reivich, Shatte & Gillham,2003). Authors has approbated the programm “Resilience skills training” and has approved Resilience scale (Resilience Scale, RS, Wagnild & Young, 1993, translated by G. Svence, I.Berzina, 2011) and created a resilience factor theoretical and experimental model.
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Faulhaber, Manuela E., Amie Zarling, and Jeongeun Lee. "Acceptance Commitment Therapy Intervention for Custodial Grandfamilies." Innovation in Aging 4, Supplement_1 (December 1, 2020): 928. http://dx.doi.org/10.1093/geroni/igaa057.3403.
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Abstract Millions of American children under the age of 18 are being cared for by their grandparents and without the presence of the biological parents. The number of custodial grandfamilies has significantly increased over the last five years. Recent studies have shown that custodial grandparents (CPGs) are often facing specific challenges in life, such as lower emotional well-being, higher parenting burden and stress related to this unique situation. Despite these findings, few interventions take a strengths based approach to improve their mental health and resilience. We describe our efforts to address these issues by proposing intervention anchored in the Acceptance and Commitment Therapy (ACT), emphasizing the importance of acceptance of challenging circumstances outside of one’s control and promoting resilience among participants. The program consists of a web based ACT program with online coaching meetings, six common core sessions and six separate sessions for each age group over a time period of six months. This program is unique in the sense that it utilizes both individual and group session techniques to facilitate the learning process. Main active ingredients of this program are to promote effective coping strategies, to reduce parenting stress among grandparents and to increase life skills (i.e., decision-making, proactivity) among grandchildren. We are hypothesizing that participating in the ACT program will help CGPs to improve self-efficacy, emotional well-being, higher self-confidence, social competence, lower depressive symptoms, and parenting distress, thereby leading to positive outcomes such as improved mental health and higher resilience.
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Genter, Peter, Beverley Lim Høeg, Camilla Jensen Hamre, Elisabeth Anne Wreford Andersen, Susanne Oksbjerg Dalton, Bjørn Ribers, and Pernille Envold Bidstrup. "Protocol for ‘Resilient Caregivers’: a randomised trial of a resilience-based intervention for psychologically distressed partner caregivers of patients with cancer." BMJ Open 11, no. 11 (November 2021): e048327. http://dx.doi.org/10.1136/bmjopen-2020-048327.
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IntroductionIntimate partners of patients with cancer often experience significant distress, but there is a lack of psychological interventions that specifically target this population. ‘Resilient Caregivers’ is a novel resilience-based intervention for distressed partner cancer caregivers. The intervention was developed according to a resilience framework focusing on meta-reflective skills, coping strategies and value clarification. The aim of this study is to evaluate the effectiveness of this intervention in a randomised trial.Methods and analysisEighty participants will be invited through the Oncology Department at Herlev Hospital, Denmark and randomised to either the intervention or usual care. Participants are eligible if they are partners (married or unmarried) of patients diagnosed with cancer and experience distress (>4 on the distress thermometer). ‘Resilient Caregivers’ consists of seven manualised group sessions (2.5 hours each), focusing on resilience in relation to being a partner caregiver of a patient with cancer. The primary outcome is symptoms of anxiety, while secondary outcomes include distress, depression, quality of life, sleep quality and resilience. Data will be collected at baseline, 3, 6 and 12 months follow-up using validated scales, and analysed using mixed models for repeated measures.Ethics and disseminationThis study will follow the ethical principles in the Declaration of Helsinki and has been reviewed by the Ethics Committee of the Capital Region of Denmark (Journal no. 18055373). Written informed consent will be obtained from all participants. Results will be reported through scientific peer-reviewed journals and relevant conferences.Trial registration numberNCT04610034.
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Rutherford, Katrina, Amelia Britton, Janya McCalman, Catherine Adams, Mark Wenitong, and Richard Stewart. "A STEP-UP Resilience Intervention for Supporting Indigenous Students Attending Boarding Schools Its Development and Implementation." Australian and International Journal of Rural Education 30, no. 2 (July 17, 2020): 44–66. http://dx.doi.org/10.47381/aijre.v30i2.254.
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Developing and nurturing resilience is critical to the social and emotional wellbeing (SEWB) of Indigenous Australian adolescents and their continuing life trajectories. The attendance of many Indigenous adolescents from remote communities at boarding schools creates a need to prioritise and proactively create opportunities that build and nurture student resilience. This requires sustainable and multi-dimensional school-wide approaches. Despite this need, there are no documented SEWB or resilience building approaches for Australian Indigenous students who attend boarding schools. We describe the use of participatory action research to develop and implement a two-year STEP-UP intervention with boarding schools, designed to create supportive environments for improving psychosocial resilience and wellbeing of remote-living Indigenous students. The intervention consisted of three components implemented annually across eight schools: a site-specific STEP-UP action plan; staff capacity development; and an annual Schools and Communities Conference. Thematic analysis of a systematic literature review, documented action planning, conference group processes, resilience theory and survey findings from the associated broader resilience study resulted in the identification of six resilience building domains: valuing culture and identity; developing cultural leadership; nurturing strong relationships; building social and emotional skills; creating safe, supportive environments; and building staff capacity. These domains became the resulting framework for STEP-UP planning and enabled focused examination of practices and future planning. Learnings from the intervention process suggest principles to consider when designing interventions: utilising a strengths-based approach; design responsiveness; collaborative partnerships; institutional capacity; and sustainability. A resilience toolkit website was developed to enable knowledge translation and sustainability beyond the study.
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Rosenberg, Abby R., Miranda Bradford, Victoria Klein, Nicole Etsekson, Claire M. Wharton, Michele Shaffer, and Joyce P. Yi-Frazier. "The “Promoting Resilience in Stress Management” (PRISM) intervention for adolescents and young adults: A pilot randomized controlled trial." Journal of Clinical Oncology 35, no. 31_suppl (November 1, 2017): 176. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.176.
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176 Background: Adolescents and Young Adults (AYAs) with cancer are at risk for poor psychosocial outcomes, perhaps because they have yet to learn the skills needed to navigate the burdens of illness. We aimed to determine if a novel, brief, age-appropriate, skills-based intervention would improve psychosocial outcomes. Methods: “Promoting Resilience in Stress Management” (PRISM) is a manualized, brief intervention targeting stress management, goal-setting, cognitive reframing, and meaning-making. It consists of 4, 30-60 minute, in-person, 1:1 sessions plus a facilitated family-meeting. English-speaking AYAs (ages 12-25 years) with new or newly recurrent cancer were randomized to receive either PRISM or non-directive usual psychosocial care. Participants completed patient-reported outcome (PRO) surveys at the time of enrollment and 6 months later. We used mixed effects regression modeling to estimate associations between PRISM and the primary outcome (patient-reported resilience, measured by the Connor-Davidson Resilience Scale [CDRISC-10]) and secondary outcomes (health-related quality of life [PedsQL 4.0 Quality of Life Inventory], hope [Snyder Hope Scale], and psychological distress [Kessler-6 Psychological Distress Scale]) at 6 months. Results: N = 100 AYAs enrolled (78% of approached, n = 50 PRISM, n = 50 usual care) and 92 completed baseline responses (48 PRISM and 44 usual care). Of those who completed baseline, 73% were aged 13-17 years and 27% aged 18-25 years, and 43% were female. Attrition was similar in each arm and primarily due to medical complication and/or death; n = 36 (72%) PRISM and n = 38 (76%) usual care participants completed 6-month PROs. After adjusting for baseline scores, PRISM was associated with improvements in all instruments: Resilience (+2.3, 95% CI 0.7,4.0), quality of life (+6.3 (95% CI -0.8, 13.5), hope (+2.8, 95% CI 0.5, 5.1), and distress (-1.6, 95% CI -3.3, 0.0). Conclusions: A targeted intervention targeting skills for AYAs with cancer was effective in improving patient-centered outcomes. Clinical trial information: NCT02340884.
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Malete, Leapetswe, Daniel McCole, Tshepang Tshube, Thuso Mphela, Cyprian Maro, Clement Adamba, Juliana Machuve, and Reginald Ocansey. "Effects of a sport-based positive youth development program on youth life skills and entrepreneurial mindsets." PLOS ONE 17, no. 2 (February 4, 2022): e0261809. http://dx.doi.org/10.1371/journal.pone.0261809.
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Sport-based life skills interventions offer compelling pathways to understanding the role of physical activity and sport on youth psychosocial and other development outcomes. This is because of evidence that shows the benefits of sport programs to health and well-being of youth, and more lately other areas such as academic achievement and various life skills such as teamwork, leadership and goal setting. However, much of the research in this area of youth development is largely descriptive, with limited capacity to infer causal relationships and application across contexts. Therefore, this study examines the effects of a sport-based intervention program on life skills and entrepreneurial mindsets of youth from three African countries (n = 146, average age = 15.9 years, female = 48.6%). Half of the recruited participants were assigned to a three-week life skills intervention program and the remaining half to a sport-only control program. Both groups completed a demographic information questionnaire, Life Skills for Sport Scale and the General Enterprising Tendency v2 test. Two-way mixed ANOVAs showed significant post-intervention changes in life skills for both groups but changes in entrepreneurial mindsets for the intervention group only. This demonstrates the relevance of sport-based interventions to youth development outcomes in different contexts and the transformative potential of youth sport reported in previous studies. The findings have important implications for intentional and targeted delivery of programs to enhance specific youth development outcomes.
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Veronese, Guido, and Gianpiero Barola. "Healing stories: An expressive-narrative intervention for strengthening resilience and survival skills in school-aged child victims of war and political violence in the Gaza Strip." Clinical Child Psychology and Psychiatry 23, no. 2 (February 16, 2018): 311–32. http://dx.doi.org/10.1177/1359104518755220.
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Within a preventive framework, we outline a school-based intervention aimed at strengthening skills of survival and psychological functioning in children who have experienced war and political violence in the Gaza Strip. In accordance with a socio-ecological perspective on wellbeing and resilience, the pilot study aimed at evaluating the outcomes of a psychosocial narrative school-based intervention with a group of school-aged children in the aftermath of war. The intervention was oriented at empowering positive emotions, life satisfaction, and optimism in children as protective factors in preventing posttraumatic reactions after war. Findings showed the efficacy of the intervention in favoring life satisfaction in different ecological domains. Children in the intervention group showed greater appreciation for friends, school, family, themselves, and their living environment. At the end of the activity, children were increased the level of positive emotions, but negative feelings were stronger than before the narrative intervention. Clinical implications and future direction or community work are, then, discussed.
Dissertations / Theses on the topic "Resilience-based life skills intervention"
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Cox, Hamish. "Designing, implementing and evaluating a resilience-based life skills intervention for adolescents within West Wales via the ‘vehicle’ of golf." Thesis, Cardiff Metropolitan University, 2016. http://hdl.handle.net/10369/7984.
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Sport has been used as a ‘vehicle’ for youth development where coaches, researchers and practitioners have focused on a strengths-based approach to support adolescents’ transition into adulthood. Such a positive youth development (PYD) approach, rather than a deficit-reduction paradigm, has informed the creation of sport-based life skills interventions. Given the challenges and potential adversities that adolescents face during such a transition, interventions targeting life skills associated with resilience could provide a catalyst in supporting adolescents to manage challenging situations they currently face and those that they will face in the future as adults. However, sport-based life skills interventions utilising resilience as a theoretical basis are scarce. Therefore, the purpose of this thesis was to design, pilot and implement a resilience-based life skills intervention and evaluate its effectiveness within the sport of golf. A secondary aim was to understand the role of the intervention facilitator, which in this case was a trainee sport psychology consultant (author). The context of this programme of research involved a collaborative partnership between a university and a small enterprise (golf club) based in a convergence zone (outlined by Welsh Government) as part of a Knowledge Economy Skills Scholarship (KESS) project. The purpose of pairing a research institution (university) and an external organisation (golf club) was to provide the opportunity for research to have a direct and immediate impact on society. Study 1 targeted the pilot process involved in designing a life skills intervention via an action research methodology. Three pilot interventions were delivered with separate participants. The key findings from Study 1 related to the importance placed upon building rapport with participants to aid potential life skill transfer, as well as the format and structure of sessions to support participant understanding of life skills. Following the pilot process, a 16-hour intervention was devised and subsequently implemented across four separate intervention groups as part of Study 2. A process and outcome evaluation was carried out through a mixed methods approach to determine the intervention’s efficacy and effectiveness. Continuing the action research methodology, Study 2 demonstrated the importance in the structure and contextual factors when implementing a life skills intervention. In addition, it aligned with previous research highlighting the importance towards building rapport with participants and targeting experiential learning as a key teaching strategy. Finally, the process of designing and delivering a life skills intervention to numerous groups of adolescents has highlighted the crucial importance of adapting content and structure towards the needs and abilities of the individuals. To capture the experiences of the author in delivering the intervention via an action research methodology, the thesis concludes with a reflective epilogue that documents his journey in developing as a practitioner and researcher. This programme of research has highlighted the contextual and interpersonal implications involved in designing and implementing a resilience-based life skills intervention. In addition to its novel approach of integrating resilience theory and life skills research, the practical applications could potentially support sport psychology practitioners, coaches and youth programme leaders in designing sport-based life skills interventions.
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August, Furaha. "Effect of Home Based Life Saving Skills education on knowledge of obstetric danger signs, birth preparedness, utilization of skilled care and male involvement : A Community-based intervention study in rural Tanzania." Doctoral thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272245.
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Use of skilled care during antenatal visits and delivery is recommended to address the burden of maternal mortality. However there are few facility deliveries and insufficient knowledge of danger signs, especially in rural Tanzania. The aim of this thesis was to explore the perceptions and challenges that the community faces while preparing for childbirth and to evaluate an intervention of the Home Based Life Saving Skills education programme on knowledge of danger signs, facility delivery and male involvement when delivered by rural community health workers in Tanzania. In Paper I, Focus Group Discussions explored the perceptions and challenges that the community encounters while preparing for childbirth. Structured questionnaires assessed men’s knowledge of danger signs and birth preparedness and complication readiness in Paper II. The effect of the Home Based Life Saving Skills education programme in the community was assessed with a before-and-after evaluation in two districts; one intervention and one comparison. Paper III assessed the effect of the programme on knowledge of danger signs and birth preparedness and facility delivery among women, while Paper IV evaluated its effect on male involvement. The community perceived that all births must be prepared for and that obstetric complication demands hospital care; hence skilled care was favoured. Men’s knowledge of danger signs was limited; only 12% were prepared for childbirth and complications. Preparedness was associated with knowledge of obstetric complications (AOR=1.4 95% CI 1.8 – 2.6). The intervention showed women utilizing antenatal care (four visits) significantly more (43.4 vs 67.8%) with a net effect of 25.3% (95% CI: 16.9 – 33.2; p < .0001). The use of facility delivery improved in the intervention area (75.6 vs 90.2%; p = 0.0002), but with no significant net effect 11.5% (95% CI: -5.1 – 39.6; p = 0.123) when comparing the two districts. Male involvement improved (39.2% vs 80.9%) with a net intervention effect of 41.1% (CI: 28.5 – 53.8; p < .0001). Improvements were demonstrated in men’s knowledge level, in escorting partners for antenatal care and delivery, making birth preparations, and shared decision-making. The intervention, in educating this rural community, is effective in improving knowledge, birth preparedness, male involvement and use of skilled care.
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Sawyer, Mary Rachel. "Caregiver Training: Increasing Generalization of Parenting Skills Through Teaching Caregivers to Recognize Child Behavior." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4220.
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Previous research has demonstrated the efficacy of a behavioral parent training program for increasing the accuracy of trained skills; however, few studies have examined the extent to which those skills generalize to the natural environment (i.e., the home) and are used with the target individual (i.e., the child). In addition, little is known about the direct effect that caregiver implementation of the skills has on child behavior. A multiple baseline across participants design was used to (a) assess caregiver accuracy with implementation of three parenting skills, and (b) assess subsequent effects of the parenting skills on child behavior. Results demonstrated that three caregiver participants successfully generalized parenting skills taught during behavioral skills training (BST) to naturally occurring routines by recognizing appropriate and inappropriate child behaviors as opportunities to implement the trained skills. In addition, the behavior of each caregiver's child improved following BST, suggesting that the parenting skills were effective in addressing challenging child behavior. All caregivers rated the training and skills to be highly socially valid. Limitations and suggestions for future research are discussed.
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Bender, C. J. G. (Cornelia Johanna Getruida). "A life skills programme for learners in the senior phase : a social work perspective." Thesis, 2002. http://hdl.handle.net/2263/29679.
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Life skills education and training programmes, which offer skills to help people cope with everyday life, have in recent years become a highly popular method of intervention and prevention in social work. It is a proactive method and supports the developmental approach of social welfare. The research entailed the development, implementation and evaluation of the Personal and Interpersonal Life Skills Programme. The intervention research model was employed as foundation for the design and development of the programme and the ecological perspective as the theoretical framework. The study highlighted the school as an appropriate context within which to improve the life skills of learners. The main goal of the study was to develop and implement a personal and interpersonal life skills programme for Grade 7 learners in the senior phase of a school, and to evaluate whether participation in the life skills programme would lead to personal growth (self-empowerment) and social competence and thus contribute to the optimal social functioning of children in the classroom, school, family and community (capacity building). A descriptive design with a quasi-experiment, the one-group pre-test-post-test experiment, was used in this study. A non-parametric statistical test was utilized because the data was measured on an ordinal scale (Wilcoxon signed-rank test). The Life Skills Programme was implemented over twelve sessions, lasting about one-and-a-half hours, held twice weekly over a period of six weeks. Using experiential learning within the groupwork method, the programme was subsequently implemented with Grade 7 learners at a traditional black primary school in Pretoria and their ages varied from approximately 12 to 16 years. Forty learners constituted the sample in the study and a non-probability sampling procedure was used. In the school context it is expected that the social worker will include all learners in the classroom (classroom intervention). The sample was divided in six smaller groups with 5 to 7 learners in each group. The study found that the Personal and Interpersonal Life Skills Programme had a statistically highly significant effect (all items = p value ¡Ü 0.01) on the personal and interpersonal life skills development of the Grade 7 learners in the senior phase of the General Education and Training Band in the particular primary school. It is recommended that this intervention programme be implemented and facilitated by a social worker who is part of the multidisciplinary education support personnel. Copyright 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bender, CJG 2002, A life skills programme for learners in the senior phase : a social work perspective, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-011222002-110633 / >Thesis (MA (Social Work))--University of Pretoria, 2004.
Social Work and Criminology
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Ashdown, Deborah Anne. ""Dancing with change": evaluating an ecosystemic substance abuse intervention programme for youth." Diss., 2006. http://hdl.handle.net/10500/1649.
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The "Dancing with Change" Programme (DWCP) is an ecosystemically informed substance abuse
intervention programme that was developed by the participants and myself with the aim of building
resilience towards substance abuse among youth. The DWCP was conducted in the school setting, with ten volunteer Grade 7 learners over a ten-week period for an hour a week. The learners' parents participated in an initial needs assessment and in a feedback session at the end of DWCP, together with the life skills
teacher and headmaster who observed and contributed to the process. An independent observer, present at each session, served to increase the dependability and confirmability of the evaluation findings. The DWCP appeared to have achieved its goals as defined by the participants. The evaluation findings are presented as a guide for people working in the field of adolescent substance abuse that synthesises best practice and lessons
learnt in the field.Psychology
M.A.(Clinical Psychology)
Books on the topic "Resilience-based life skills intervention"
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Dolores, Gold, and Conference on Improving Competence across the Lifespan (1996 : Montréal, Québec), eds. Improving competence across the lifespan: Building interventions based on theory and research. New York: Plenum Press, 1998.
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Kropf, Nancy, and Sherry Cummings. Evidence-Based Treatment and Practice with Older Adults. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190214623.001.0001.
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Evidence Based Treatment with Older Adults: Theory, Practice, and Research provides a detailed examination of five research-supported psychosocial interventions for use with older adults: cognitive behavioral therapy, problem-solving therapy, motivational interviewing, psychoeducational and social support approaches, and life review/reminiscence. Taken together, these interventions address the diversity of mental health conditions and late-life challenges that older adults’ experience. Complementary chapters provide comprehensive treatment and research information for each intervention. In the first chapter for each treatment, theoretical concepts undergirding the intervention are explained and the specific skills and techniques employed are clearly described. Adaptations for use of each intervention with older adults are highlighted. Vignettes demonstrate the application of particular intervention strategies with older clients, while case studies provide a comprehensive presentation of the intervention. In a second chapter on the intervention, the research base supporting the use of the specific approach with older adults is reviewed and analyzed. In addition, the distinct issues, such as depression, anxiety, substance abuse/misuse, behavioral health challenges, and insomnia, for which evidence exists are highlighted. Research support for application of the interventions in community-based, acute care, and long-term care settings and in individual and group formats is discussed. Implementation issues encountered in therapeutic work with older adults are described, as are accommodations to enhance treatment efficacy. Finally, a chapter on future directions in geriatric interventions provides an overview of emerging therapies that hold promise for the treatment of older adult mental health. In sum, this book provides a comprehensive overview of research-supported psychosocial interventions for older adults and their care providers.
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Nolan, Jerry P. Advanced life support. Edited by Neil Soni and Jonathan G. Hardman. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0091.
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Anaesthetists have a central role in cardiopulmonary resuscitation (CPR). The incidence of treated out-of-hospital cardiopulmonary arrest is 40 per 100 000 population and is associated with a survival rate to hospital discharge of 8–10%. The incidence of in-hospital cardiac arrest (IHCA) is 1–5 per 1000 admissions and is associated with a survival rate to hospital discharge of 13–17%. The most effective strategy for reducing mortality from IHCA is to prevent it occurring by detecting and treating those at risk or to identify in advance those with no chance of survival and to make a decision not to attempt resuscitation. The European Resuscitation Council and the Resuscitation Council (UK) publish guidelines for CPR every 5 years and the evidence supporting these is described in the international consensus on CPR science. The advanced life support algorithm forms the core of the guidelines but the precise interventions depend on the circumstances of the cardiac arrest and the skills of the healthcare providers. High-quality CPR with minimal interruptions will optimize survival rates. Shockable rhythms are treated with defibrillation while minimizing the pause in chest compressions. Although adrenaline (epinephrine) is used in most cardiac arrests, no studies have shown that it improves long-term outcome. The post-cardiac arrest syndrome is common and requires multiple organ support in an intensive care unit. Therapy in this phase is aimed at improving neurological (e.g. targeted temperature management) and myocardial (e.g. percutaneous coronary intervention) outcomes. Based on standard outcome measurements (e.g. cerebral performance category), 75–80% of survivors will have a ‘good’ neurological outcome, but many of these will have subtle neurocognitive deficits.
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Bukowski, William M., Dolores Pushkar, Alex E. Schwartzman, Dale M. Stack, and Donna R. White. Improving Competence Across the Lifespan: Building Interventions Based on Theory and Research. Springer, 2010.
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Bukowski, William M., Dolores Pushkar, Alex E. Schwartzman, Dale M. Stack, and Donna R. White. Improving Competence Across the Lifespan: Building Interventions Based on Theory and Research. Springer London, Limited, 2007.
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Improving Competence Across the Lifespan: Building Interventions Based on Theory and Research. Springer, 1998.
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Carter, Bryan D., William G. Kronenberger, and Eric L. Scott. Children's Health and Illness Recovery Program (CHIRP). Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070472.001.0001.
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Being a teenager with a chronic illness can be challenging. The symptoms of an illness, particularly pain and fatigue, can interfere with just being a normal teen. The Children’s Health and Illness Recovery Program, or CHIRP, was developed to teach teens and their family strategies to help them live as normal a life as possible while coping with the effects of their chronic illness. The skills acquired in the CHIRP intervention are life skills almost every teen can use, and these skills can be especially valuable for those working to overcome the negative effects of chronic illness. The CHIRP Teen and Family Workbook provides evidence-based activities shown to improve coping skills, stress management, communication skills, and functioning in teens with chronic medical conditions. In addition, family-based activities included in CHIRP assist teens and parents in developing more effective ways to communicate about their illness and increase teen confidence and independence in both managing their illness and their lifestyle. These skills are important building blocks to help teens move toward recovery and improve functioning and quality of life as they approach young adulthood. The skills acquired in the program also serve as a guide and motivation for continuing the gains that teens and their families make in CHIRP.
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Swirsky-Sacchetti, Thomas, and Robert L. Rider. Cognitive Interventions: Brain Training and Rehabilitation. Edited by Anthony J. Bazzan and Daniel A. Monti. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190690557.003.0016.
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The research pertaining to two types of cognitive interventions is reviewed. Brain training, which utilizes a variety of computer based approaches, is designed to improve normal performance by developing cognitive skills. Cognitive remediation is designed to improve performance in the face of acquired deficits. Such programs are designed to help patients with existing mild cognitive impairment or dementia. Although not uniform, there is mounting evidence that these interventions have a beneficial effect. However, research also suggests the beneficial effect of such programs is often limited to the specific type of task trained, with generalization to real-life performance more questionable. Patients improve specific cognitive domains that do not necessarily correlate with improvements in activities of daily life. The findings and limitations of current research are discussed along with directions for future research.
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Gallagher, Shaun. Enactivist Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794325.001.0001.
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Enactivist Interventions explores central issues in the contemporary debates about embodied cognition, addressing interdisciplinary questions about intentionality, representation, affordances, the role of affect, and the problems of perception and cognitive penetration, action and free will, higher-order cognition, and intersubjectivity. It argues for a rethinking of the concept of mind, drawing on pragmatism, phenomenology, and cognitive science. It interprets enactivism as a philosophy of nature that has significant methodological and theoretical implications for the scientific investigation of the mind. Enactivist Interventions argues that, like the basic phenomena of perception and action, sophisticated cognitive phenomena like reflection, imagining, and mathematical reasoning are best explained in terms of an affordance-based skilled coping. It thus argues for a continuity that runs between basic action, affectivity, and a rationality that in every case remains embodied. It also discusses recent predictive models of brain function and outlines an alternative, enactivist interpretation that emphasizes the close coupling of brain, body, and environment rather than a strong boundary that isolates the brain in its internal processes. The extensive relational dynamics that integrates the brain with the extra-neural body opens into an environment that is physical, social, and cultural and that recycles back into the enactive process. Cognitive processes are in the world, situated in affordance spaces defined across evolutionary, developmental, and individual histories, and are constrained by affective processes and normative dimensions of social and cultural practices.
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Rosengart, Matthew R. Tube Thoracostomy (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190612474.003.0027.
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There are few technical skills that surpass in value the performance of tube thoracostomy. Throughout the career life span of the physician, probability dictates that at least one patient will be encountered who will require pleural drainage. And yet equal in magnitude to the perceived benefits, are the inherent risks, which for the critically ill patient may be poorly tolerated and equally lethal. Thus, it is imperative to approach each intervention with a standardized approach upon which nuanced alterations are built based upon circumstances specific and particular to each case. This chapter discusses the tube thoracostomy procedure, patient placement, and modern concepts.
Book chapters on the topic "Resilience-based life skills intervention"
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Murphy-Graham, Erin. "Life Skills Education for Urban Youth in Honduras and Guatemala: A Capability Analysis of the Sports-Based Job Training Program A Ganar." In Life Skills Education for Youth, 147–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_7.
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AbstractDrawing upon an extensive case study of a sports-based, life skills job training program for at-risk youth in Honduras and Guatemala, this chapter examines how program participants described the process of building skills, and how, if at all, this skill-building led to greater well-being. Second, it asks, to what extent are these experiences of program participants aligned with theories of education within the capability approach? These questions are addressed through a qualitative case study that was embedded within an experimental design (a randomized control trial) that took place over 5 years in urban areas of Honduras and Guatemala. The analysis suggests that the combination of exposure to new ideas and information in the three phases of the A Ganar program, coupled with concrete opportunities to test out such ideas, enabled youth to experience changes in their attitudes and behaviors around work, around themselves, and to develop new relationships and friendships. Based on these empirical results, the chapter identifies several elements that might better inform life skills education research and practice in s in the future. These include: (1) conceptualizing life skills as preconditions of capabilities (some of which might be better classified as values); (2) conceptualizing life skills as both ends and means of interventions, and (3) giving more consideration to the conversion factors, meaning the ability to convert resources into functionings, that limit the robustness of capabilities that life skills programs develop.
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Gomes, Sharlene L. "Interventions to Strengthen Institutional Capacity for Peri-Urban Water Management in South Asia." In Water Security, Conflict and Cooperation in Peri-Urban South Asia, 147–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79035-6_8.
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AbstractInstitutions, defined as social rules which guide decision-making, are an important feature of peri-urban water governance. Peri-urban institutions structure the access to and management of water resources during rural-to-urban transitions. However, peri-urban areas are dynamic in nature and heterogeneous in composition. This generates challenges for the effectiveness of institutional arrangements. Peri-urban spaces of South Asian cities like Pune, Hyderabad, Kolkata and Khulna demonstrate the various ways in which institutional arrangements influence issues of water insecurity, conflicts, and crises in the urbanisation process. This chapter explores this important dimension and demonstrates ways to intervene in the institutional context of water resources in such transitional settings. Two types of interventions to build institutional capacity are presented. First, the Approach for Participatory Institutional Analysis (APIA), is designed to help peri-urban actors frame problems through an institutional lens and offers skills to navigate the solution space. The second approach, Transformative Pathways, facilitates efforts to cope with the uncertain and dynamic nature of urban transitions. Based on the adaptation pathways approach, it helps peri-urban actors work from their existing situation and design pathways towards more sustainable and resilient futures. Practical applications of these approaches in South Asia offer insights on how to intervene institutionally in water problems during rural-urban transitions.
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Haugan, Gørill. "Nurse-Patient Interaction: A Vital Salutogenic Resource in Nursing Home Care." In Health Promotion in Health Care – Vital Theories and Research, 117–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_10.
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AbstractWe are now witnessing a major change in the world’s population. Many people globally grow very old: 80, 90, and 100 years. Increased age is followed by an increased incidence of functional and chronic comorbidities and diverse disabilities, which for many leads to the need for long-term care in a nursing home. Quality of life and health promotive initiatives for older persons living in nursing homes will become ever more important in the years to come. Therefore, this chapter focuses on health promotion among older adults living in nursing homes. First, this chapter clarifies the concepts of health, salutogenesis, and pathogenesis, followed by knowledge about health promotion. Then insight and knowledge about the nursing home population is provided; what promotes health and well-being in nursing home residents?Health promotion in the health services should be based on integrated knowledge of salutogenesis and pathogenesis. The salutogenic understanding of health is holistic and considers man as a wholeness including physical, mental, social, and spiritual/existential dimensions. Research indicates that various health-promoting interventions, specifically the nurse–patient interaction, influence on older adults in nursing homes as a wholeness of body–soul–spirit, affecting the whole being. Hence, dimensions such as pain, fatigue, dyspnea, nausea, loneliness, anxiety, and depressive symptoms will be influenced through health-promoting approaches. Therefore, two separate studies on the health-promoting influences of nurse–patient interaction in nursing home residents were conducted. In total, nine hypotheses of directional influence of the nurse–patient interaction were tested, all of which finding support.Along with competence in pain and symptom management, health-promoting nurse–patient interaction based on awareness and attentional skills is essential in nursing home care. Thus, health care workers should be given the opportunity to further develop their knowledge and relational skills, in order to “refine” their way of being present together with residents in nursing homes. Health professionals’ competence involves the “being in the doing”; that is, both the doing and the way of being are essential in health and nursing care.
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Lindgren, Eva, Kirk P. H. Sullivan, Huahui Zhao, Mats Deutschmann, and Anders Steinvall. "Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill." In Human Development and Global Advancements through Information Communication Technologies, 188–210. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-497-4.ch011.
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Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peer-based intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.
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Mukba, Gamze. "Therapeutic Storytelling." In Advances in Linguistics and Communication Studies, 191–210. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9251-9.ch013.
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Therapeutic storytelling aims to find the psychological difficulties experienced by the individual through creative narratives, uses problem-solving skills, and offers alternative ways based on narrative therapy. In therapeutic storytelling, questions about the meaning attributed to the story, the hero and metaphors that can be asked to the client, and the circular question forms of systemic interventions related to others important to the person are similar. In both forms of these interventions, subjective reality is reconstructed, and so, therapeutic storytelling can be used eclectically with systemic interventions. In this chapter, a sample intervention template for systemic-based therapeutic storytelling has been offered. Moreover, an exemplary hypothetical case of the systemic-based storytelling intervention pattern is presented. As a result, instead of focusing directly on the client's own life story, using storytelling intervention in a less threatening environment for the client through other stories may activate the client to gain insight and different viewpoints.
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"How Does Dyslexia Influence Literacy?" In Dyslexia and Accessibility in the Modern Era, 36–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4267-5.ch003.
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The approaches to dyslexia and reader skills were modelled hand in hand with the development of the knowledge in medicinal and pedagogical disciplines alike. The authors bring a short overview of them. The current knowledge is reflected in the support and intervention regarding reader skills. The recognition of the processes in the different phases of reader skill development is important mainly to prevent side effects of the experience of failure for child and adolescent and also to support strategy for improving reader competencies. In time, recognition of the barriers in the process of reading and the following intervention is the requirement for successful management of the school work and education. The variability and complexity of the reader's problems are supported by the life stories of the individuals with dyslexia published in the Community Zone of the Literacy Portal. These stories are analyzed based on the barriers creating reading problems in life and based on the strategies helping to overcome these barriers.
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Kolko, David J., and Eric M. Vernberg. "Effective Problem-Solving." In Assessment and Intervention with Children and Adolescents Who Misuse Fire, 103–12. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190261191.003.0010.
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This chapter introduces problem-solving skills to children. The content includes an overview of identifying problems, determining options, and making decisions based on goals. Emphasis is placed on reviewing materials from the previous chapter regarding the role of thoughts and interpretations. These skills are generalized to various areas of the child’s life before being applied to fire-related situations. A multi-step process is introduced to help the child learn to, first identify problems and goals, then problem-solve and consider consequences. These skills are then practiced by applying them to a recent problem situation that the child experienced. Worksheets provided in the appendix are used to facilitate the implementation of these activities.
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Rajpurohit, Hiten, and Arun Khosla. "Support of Gamification, Virtual, and Assistive Technologies in Intervening in Social and Behavioral Impairment." In Interdisciplinary Approaches to Altering Neurodevelopmental Disorders, 131–42. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3069-6.ch008.
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Neurodevelopmental disorders (NDDs) compromise the development and attainment of full social and economic potential of an individual. Technological intervention can play a big role and is capable of reducing the cost of present medical intervention. Games based on daily life activities can play big roles in improving social skills. One can easily customize games as per requirement or as specific to particular social skills for children to improve their respective social skills. Children find it easy to associate with these games since these games involve scenes related to their daily routine and don't involve any complex set of rules to be followed. Even parents, family members, and teachers can also help in playing these games at an initial level without any need for specialization or special training.
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Singh, Kulwinder, Vishal Goyal, and Parshant Rana. "Existing Assistive Techniques for Dyslexics." In Advances in Medical Diagnosis, Treatment, and Care, 94–104. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7460-7.ch007.
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Reading is an essential skill for literacy development in children. But it is a challenge for children with dyslexia because of phonological-core deficits. Poor reading skills have an impact on vocabulary development and to exposure to relevant background knowledge. It affects the ability to interpret what one sees and hears or the ability to link information from different parts of the brain. Dyslexic children face many challenges in their educational life due to reading difficulty. Support to dyslexic children include computer-based applications and multi-sensory methods like text-to-speech and character animation techniques. Some applications provide immediate reading intervention facility. Automatic speech recognition (ASR) is a new platform with immediate intervention for assisting dyslexic children to improve their reading ability. Findings contribute to develop a suitable approach to correct the reading mistakes of dyslexic children. Speech recognition technology provides the most interactive environment between human and machine.
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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Advances in Psychology, Mental Health, and Behavioral Studies, 182–213. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2224-9.ch011.
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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.
Conference papers on the topic "Resilience-based life skills intervention"
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Wahyuni, Eka, Karsih, and Wening Cahyawulan. "Optimism, Coping skills, and Life Satisfaction: The Implication for Web-Based Intervention." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.134.
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Kumar, Bijeta, Bibhya Sharma, Kaylash Chaudhary, Sione Paea, and Swasti Narayan. "Educational Interventions to Improve Student Readiness." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8663.
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Many first-year students are seen to struggle to build resilience in their first year of post-secondary education just like racing cars. The journey of the first year or incoming university students is explained with an analogy of racing cars mainly an analogy for student learning based on the performance of race cars. To improve retention and first year experience, higher education institutes try to build resilience in students, they expect students to participate in campus activities and interact with other students and teachers from different backgrounds. But what about students’ expectations of their institution and how often institutions emphasize these training and engagement opportunities to their incoming students? An online student readiness intervention program has been designed to understand expectations and investigate predictors that promote resilience. The student readiness resilience intervention program includes three phases, which begin with a diagnostic assessment to determine individuals acquired knowledge and skills. The next phase helps prepare students by addressing the learning gaps from the results of the online tests through virtual events. The final phase includes personalized learning with mentors’ mobile coaching with an aim to build resilience by creating lasting habits and capabilities to enable first year students to remain calm and focused. This study further reviews various theories to identify process, trends, differences, and gaps to describe and critically analyse student readiness and effects of intervention programs. It will also provide useful critique and recommendations to transition leaders and educators in relation to the student resilience.
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Watson, Sharan, Becky Whittaker, and Ruth Parry. "P-10 Testing real talk: an adaptable evidence-based communication skills intervention in end of life talk." In Dying for change: evolution and revolution in palliative care, Hospice UK 2019 National Conference, 20–22 November 2019, Liverpool. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-huknc.34.
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Kyvelou, Aggeliki, Aikaterini Kassotaki-Maridaki, Aikaterini Antonopoulou, and Georgios Kleftaras. "THE IMPACT OF A GESTALT-BASED INTERVENTION PROGRAM ON THE MINDFULNESS SKILLS, SELF –COMPASSION AND LIFE SATISFACTION OF UNDERGRADUATE STUDENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1022.
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Huilcapi-Collantes, Catalina, Azucena Hernández Martín, and Juan Pablo Hernández-Ramos. "The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4978.
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Aim/Purpose The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendation for Researchers Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers.
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Bravo Bravo, Juan. "From protoypes to monotypes. Neo-craftmanship in architecture and design." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.14287.
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The paper focuses on characterizing a current design trend —sometimes called neo-craftsmanship— that uses manual processes to create unique objects. About a century ago, pioneers of modern architecture and design pushed their primary trend towards prototypes definition in their massive industrial —mechanical and serial— production. Nowadays, an opposite impulse can be identified looking for monotypes definition —single products or from limited series—, with high manual intervention and capable of being customized to assume the individuality of each user. On one side, creative strategies used by mo-dernist designers founded their design process on objective criteria: rational, functional or economic. Nevertheless, in this other case, designers prefer subjective criteria based on expressiveness, significant forms, chance or casual associations. In some way, this trend supposes a return to the art and industry debate between crafts and design that presided over the genesis of the modern movement. It is possible to find this trend not only in post-industrial societies but also in those in their process of industrialization, where it appears as a differentiated alternative. In this last case, design methodologies or strategies are applied to push an economic development best based on sustainable exploitation of local resources or applying traditional productive techniques, skills or capacities. Finally, the paper identifies and proposes study cases as representative examples in product design and architectural activities to illustrate this trend. Some of them can also be connected to design strategies aligned with environmental sustainability positions: reuse, reduction and recycling of materials and products; preference for low-polluting industrial processes; water and energy saving; life cycle management; local production and consumption; and so on.
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Mayoral-Peña, K., A. Hambleton-Fuentes, and E. Caloca-Lafont. "UNDERGRADUATE STUDENTS' INVOLVEMENT IN DIGITAL PATIENT-EDUCATION STRATEGY AMID COVID-19 PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7163.
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The COVID-19 pandemic generated relevant challenges in educating future physicians and brought attention back to the vulnerability caused by non-communicable diseases (NCDs), such as cancer, emphysema, and cardiovascular affections. Due to the risk of the 2019 Coronavirus contagion, the patient-based education strategies were put on hold, as they were face-to-face. Also, there was an urgent need to develop strategies that used new technologies to offer efficient and fast medical content to the non-specialized public. To overcome this situation, we involved undergraduate students of medicine in developing scientific content and infographics about the prevention and early diagnosis of cancer for a mobile application. The objective of this study was to assess the learning impact generated by the creation of digital patient-education materials. Five medical students enrolled in the Pathophysiology of Respiratory System course at Tecnologico de Monterrey were recruited as participants in the educational strategy with weekly sessions for four months. The following pedagogical tools were used during the intervention: project-based learning, challenge-based learning, engagement, service learning, science outreach, design thinking, and mentoring. Ten infographics for the mobile application were created after this experience. Also, a qualitative and transversal analysis of the undergraduates' learning was implemented using a focus group session as an instrument to evaluate the mentioned strategy's impact. As a relevant finding, we observed a high level of engagement, improvement in communication skills, and ethical reflections among the students. After the app is completed, we plan to create a social startup to generate more content about NCDs to promote prevention and early diagnosis. Educational strategies involving medical undergraduates in social projects have two beneficial outcomes: the student internalizes significant knowledge and positively impacts society's health. This project aims to inspire educators to empower students to develop real-life solutions as part of their college activities. Keywords: Educational innovation, medical education, patient-education strategy, digital technology development, pandemic adaptations, cancer education
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Dixon, Sandra, and Juliane Bell. "Shedding Light on a Forbidden Topic: The Need for Mental Health Professionals to Accommodate the Faith-Based Practices of Immigrant Clients." In 7th International Conference on Spirituality and Psychology. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/icsp.2022.009.
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Abstract There is much to learn about how immigrants describe their experiences of faith in the counselling context while negotiating meaningful relationships with mental health professionals (MHPs). Here, MHPs refer to individuals in the helping profession who provide services to immigrant clients such as social workers, psychologists, clinicians, practitioners, and counsellors. For the purpose of this presentation, immigrants are viewed as persons relocating to a host country for the purpose of resettlement for a better life (Perruchoud & Redpath-Cross, 2011). In this context, faith describes one’s committed spiritual and religious belief system. Although, it is important to the wellbeing of many immigrant clients, some MHPs struggle to integrate religious faith into the counselling process. According to Plumb (2011), these challenges might be a result of limited training in the area of faith as well as lack of confidence, competence, and comfort related to faith-based practices (Plumb, 2011). These professionals also appear to lack the knowledge and skill set needed to adapt culturally appropriate faith-based interventions in their work with immigrant clients (Dixon, 2015). Many immigrants rely on such faith-based interventions as a source of internal strength and comfort to manage social inequities like racism and discrimination. As such, MHPs have a responsibility to accommodate, recognize, and consider the importance of faith-based practices and interventions when providing counselling services to diverse immigrant client populations. Therefore, the aim of this live virtual presentation session is to engage in reflective discussions with attendees that highlight the role of faith within the therapeutic relationship. The co-presenters will provide useful faith-based interventions for attendees to consider when working with immigrant clients. We will also create a culturally safe environment for attendees to discuss practical ways that they have incorporated faith-based interventions in their counselling practices. Key words: Immigrants, Faith, Faith-Based Interventions, Mental Health Professionals
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Bojinova, Emma, and Anushka Karkelanova. "How Do Families Live around the World? Lessons Learned from a Statistical Literacy Intervention Based on the “Dollar Street” Project in Undergraduate-Level Statistics and Economics Courses." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.pgwou.
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This study is based on a statistical literacy intervention in two different undergraduate courses at two US public universities based on the “Dollar Street” Project of the Gapminder Foundation. The goal of this innovative intervention was to expose students to real-world data and teach them how to apply their knowledge of statistics to conduct research, produce a professionally written report, and tell a meaningful story based on data. Students found this project relevant and reported an improved ability to analyze real-world data using statistical methods. Given the importance of understanding statistical concepts and the growing interest in data science in our fast-changing world, this study can be used as an example of how college courses can provide hands-on activities to increase students’ statistical literacy, develop their analytical skills, and create knowledgeable and data-driven members of our society.
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Gunness, Sandhya, Rubina Devi Rampersad, Thanasis Daradoumis, and Reena Ittea. "Co-Creating for Resilience – Development of Transdisciplinary Skills and Competencies in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5478.
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This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.
Reports on the topic "Resilience-based life skills intervention"
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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004414.
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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.
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Bangladesh: Link adolescent reproductive health resources to increase access. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1005.
Full textAbstract:
Adolescents, who make up about 25 percent of the population of Bangladesh, have limited access to reproductive health (RH) information and services. With age at marriage increasing, young people are vulnerable to a variety of RH risks, including unwanted pregnancy and sexually transmitted infections (STIs). In 1999, FRONTIERS tested the feasibility, impact, and cost of several interventions to improve the RH of adolescents. The intervention took place in two experimental urban sites, while a third control site received prevailing services. Both sites received the community intervention, which involved sensitization and outreach to community stakeholders to encourage local support. Out-of-school adolescents were offered a 20-session “life skills” curriculum that included RH, and peer educators organized community events with RH themes. The experimental sites also received a clinical component, in which providers offered a variety of affordable, adolescent-friendly services. One site also received a school-based intervention, in which trained teachers provided the life-skills curriculum to eighth- and ninth-level students. As noted in this brief, school and community education schemes increased young people’s understanding of RH, and the establishment of links between schools and adolescent-friendly clinics increased the use of RH services.
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Kenya: Communities support adolescent reproductive health education. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1004.
Full textAbstract:
Young people in Kenya have limited knowledge of reproductive health (RH) and face many challenges in their transition to adulthood. Chief among these challenges is the high prevalence of HIV/AIDS among adults and its increasing incidence among rural youth. In 1999, FRONTIERS initiated a three-year project in Kenya to test the feasibility, effectiveness, and cost of interventions to improve adolescent RH. The project, implemented jointly with the Kenyan government and the Program for Appropriate Technology in Health (PATH), was part of a four-country study that examined ways to improve knowledge, attitudes, and behavior of adolescents aged 10 to 19 years. The study took place in six rural communities in Kenya’s Western Province. Two sites received community and health interventions. Two additional sites also received a third school-based intervention, in which teachers, peer educators, and guidance counselors were trained to teach a “life skills curriculum” that included modules on RH, sexuality, and HIV/AIDS. Two control sites received the prevailing government services. As noted in this brief, community, health, and school interventions in rural Kenya increased understanding and discussion of adolescent RH, including prevention of HIV/AIDS, and encouraged safer sexual behavior among young people.