Relevant bibliographies by topics / Training intervention

Academic literature on the topic 'Training intervention'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Training intervention"

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Onken, Lisa S. "Cognitive Training." Clinical Psychological Science 3, no. 1 (January 2015): 39–44. http://dx.doi.org/10.1177/2167702614561512.

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The articles in this series relate to research on the modification of cognitive processes thought to be causally related to behavioral or emotional problems. The examination of the effects of targeted cognitive interventions on specific cognitive processes and of the relationship of the modification of these processes to clinical outcome provides insight into mechanisms of behavior change. In contrast to intervention development research involving clinical trials that focus on efficacy testing without examining an intervention’s mechanism of action, the intervention development research presented here is grounded in the examination of mechanism and can inform behavior change science regardless of whether or not an intervention exerts the hypothesized effect on clinical outcome. The potential for the utility of cognitive training interventions as clinical tools is discussed. Also highlighted is the potential for a mechanism-focused approach to serve as one model for progressive integrated basic science and clinical intervention development research.
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Coker, Ann L. "Commentary on Katz’s Bystander Training as Leadership Training." Violence Against Women 24, no. 15 (March 15, 2018): 1777–84. http://dx.doi.org/10.1177/1077801217753320.

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This response to Katz’s commentary is based on our team’s experiences and findings in bystander intervention design and evaluation among male and female adolescents in several high school settings. Three themes emerged in reflecting on “what worked” in our large evaluation in light of Katz’s commentary. First, our field needs data from multiple rigorous bystander intervention evaluations. Second, bystander interventions must be acceptable to the population receiving the intervention. Third, engaging all adolescent and young adults in prevention independent of sex or sexual orientation is essential to reduce sexual violence including harassment and bullying.
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Spangler, John G., Geeta George, Kristie Long Foley, and Sonia J. Crandall. "Tobacco Intervention Training." JAMA 288, no. 9 (September 4, 2002): 1102. http://dx.doi.org/10.1001/jama.288.9.1102.

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Nicolescu, Cristian, George Artur Găman, Daniel Pupăzan, Cosmin Ilie, and Izabella Kovacs. "Peculiarities of a mobile workout training facility for rescuer’s practical training." MATEC Web of Conferences 305 (2020): 00056. http://dx.doi.org/10.1051/matecconf/202030500056.

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One of the most important factors in the success of an intervention/rescue operation in toxic/ flammable / explosive environments is appropriate training process for rescue personnel taking part in these interventions. Intervention can take place in small (confined) spaces, in high temperature / humidity areas, with low visibility conditions, which would make rescuer’s activity even more difficult, during interventions. Training is a process of psychophysiological preparation, which produces a high (maximum) return in professional activity of rescuers. The maximum yield is obtained by increasing the body’s functional capacity to highest degree. For this purpose, it is necessary to use systematic and methodical exercise according to pedagogical rules. The current paper presents a mobile workout training facility equipped with an area of enclosed spaces with different training routes, on various degrees of difficulty, allowing for simulation of some interventions in such spaces, having the possibility of creating high temperature and humidity, low visibility, etc. environments within the training facility, with the purpose of preparing intervention and rescue teams for situations close to real ones.
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Osteen, Philip J. "Suicide Intervention Gatekeeper Training." Research on Social Work Practice 28, no. 7 (November 22, 2016): 848–56. http://dx.doi.org/10.1177/1049731516680298.

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Objective: Suicide is a significant public and mental health crisis in the United States. Training providers in suicide assessment and response is designated as one of the primary strategies for reducing deaths by suicide. Research has established that suicide intervention training is effective, but little work has been published on potential mediators of skill development and use. Method: Secondary data analysis of a randomized trial of the Question, Persuade, and Refer gatekeeper training with master of social work students. Path analysis was used to estimate mediated effects of knowledge, attitudes, reluctance, and self-efficacy on behavior outcomes. Results: Results suggest improvements in posttraining measures for knowledge, attitudes, self-efficacy, reluctance, and the use of gatekeeper behaviors, but there was no supporting evidence for the presence of mediated effects on behavior. Only self-efficacy demonstrated a strong direct relationship with gatekeeper behaviors. Conclusions: Ongoing evaluation is needed with an added interest in self-efficacy and how it can be enhanced through training.
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Masta, Karan, and Yasmin Janjhua. "Training Evaluation Models for Farmer Training Programmes." International Journal of Economic Plants 7, no. 3 (August 28, 2020): 115–18. http://dx.doi.org/10.23910/2/2020.0374.

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Training has been an effective means to attain knowledge, skill and abilities adding to human efficiency and effectiveness. Ensuring effective training means knowing whether investment of time, energy and resources are being spent effectively or not. Active play of diverse resources makes it imperative to evaluate the effectiveness of the training. The paper attempts to explain the important models of training evaluation which can be adopted by practitioners for evaluating farmer trainings. These approaches can be used as a base to assess farmer training interventions and also help to revise and design an intervention which is effective and free from impediments.
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Tsolaki, Anthoula C., Magda Tsolaki, Niki Pandria, Eftychia Lazarou, Olymbia Gkatzima, Vasiliki Zilidou, Maria Karagianni, Zafiroula Iakovidou-Kritsi, Vasilios K. Kimiskidis, and Panagiotis D. Bamidis. "Web-Based Intervention Effects on Mild Cognitive Impairment Based on Apolipoprotein E Genotype: Quasi-Experimental Study." Journal of Medical Internet Research 22, no. 5 (May 7, 2020): e14617. http://dx.doi.org/10.2196/14617.

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Background Apolipoprotein E (APOE) ε4 allele is a major genetic risk factor for Alzheimer disease and mild cognitive impairment (MCI). Computer-based training programs can improve cognitive performance in elderly populations. However, the effects of computer-based interventions on MCI APOE ε4 carriers have never been studied before. Objective The effects of different web-based interventions and the APOE isoform-specific differences in training outcomes are investigated. Methods Using a quasi-experimental study design, 202 participants with MCI aged 60 years and older took part in three different intervention programs (physical and cognitive [Long-Lasting Memories, or LLM], cognitive [Active Control, or AC], or physical intervention [Physical Training Control, or PTC]) via an innovative information and communication technologies exergaming platform. Participants in each interventional group were subdivided into APOE ε4 carriers and non–APOE ε4 carriers. All participants underwent an extensive neuropsychological evaluation before and after the training, blood tests, and brain imaging. Results All interventions resulted in multiple statistically significant cognitive benefits after the intervention. Verbal learning (California Verbal Learning Test: immediate recall test score—LLM: P=.04; AC: P<.001), working memory (digit span forward and backward test scores—AC: P=.03; PTC: P=.02 and P=.006, respectively), and long-term memory (California Verbal Learning Test: delayed recall test score—LLM: P=.02; AC: P=.002; and PTC: P=.02) were improved. There was no statistically significant difference among the intervention effects. APOE ε4 presence moderates intervention effects as the LLM intervention improved only their task-switching processing speed (Trail Making Test, Part B: P=.03) and the PTC intervention improved only the working memory (digit span backward: P=.03). No significant performance alteration was noted for the APOE ε4+ cognitive AC training group. Conclusions None of the applied interventions could be identified as the optimal one; it is suggested, however, that combined cognitive and physical training and physical training via exergaming may be more effective for the high-risk MCI ΑPOE ε4+ subgroup.
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Ben-Itzchak, Esther, and Ditza A. Zachor. "Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study." Autism 25, no. 6 (March 22, 2021): 1682–93. http://dx.doi.org/10.1177/13623613211000501.

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Controlled studies examining canine therapy in autism spectrum disorder are scarce. This study examined the effectiveness of a “Dog Training Intervention” on adaptive skills, autism severity, and anxiety using a controlled crossover design. Seventy-three participants diagnosed with autism spectrum disorder ( Mage = 4:10 ± 1:0) were divided into two groups that received the dog training intervention during half of the school year in addition to standard-of-care interventions. The dog training intervention, in which the children were taught how to interact with and train dogs, was given twice weekly for 4 months within autism spectrum disorder–specific special education school. Those receiving the dog training intervention first showed significantly increased adaptive social and communication skills compared to the controls, and the gains were maintained after the dog training intervention. Belonging to the first dog training intervention group, higher pre-intervention adaptive skills, higher baseline cognitive ability, and less severe autism severity predicted better adaptive social and communication skills. The controls improved in adaptive skills only during their receipt of dog training intervention after crossover. The positive impact on social communication skills suggests that dog training may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to interventions provided in special education schools for children with autism spectrum disorder. Lay abstract There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a “Dog Training Intervention.” The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10–7:6 years ( M = 4:10 ± 1:0) who attend autism spectrum disorder–specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4 months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder.
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van Dongen, Ellen J. I., Esmée L. Doets, Lisette C. P. G. M. de Groot, Berber G. Dorhout, and Annemien Haveman-Nies. "Process Evaluation of a Combined Lifestyle Intervention for Community-Dwelling Older Adults: ProMuscle in Practice." Gerontologist 60, no. 8 (April 7, 2020): 1538–54. http://dx.doi.org/10.1093/geront/gnaa027.

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Abstract Background and Objectives The ProMuscle in Practice intervention combines resistance exercise training and dietary protein intake for community-dwelling older adults, implemented by health care professionals (HCPs). This study aimed to evaluate implementation and context of this intervention in Dutch health care practice. Research Design and Methods We conducted a randomized controlled multicenter intervention study in 5 Dutch municipalities. Eighty-two older adults received the 12-week intensive support intervention (resistance exercise training and individual dietary counseling) and the optional 12-week moderate support intervention (resistance exercise training and a nutrition course). Mixed method data were collected from both participants and HCPs (n = 37) on process indicators recruitment, dose received, acceptability, fidelity, applicability, and context. Results Overall, the intervention was feasible to implement and accepted by participants and HCPs. About two thirds of participants continued with the moderate support intervention after the first 12 weeks. The mean dose received for the training sessions was 83.6% in the intensive intervention, 63.6% in the moderate intervention, &gt;90% for individual dietitian consultations, and 76.8% for the nutrition course. The intensive support intervention was implemented with high fidelity, whereas for the moderate support intervention resistance exercise trainings varied in implementation between exercise providers. Discussion and Implications A combined resistance exercise training and dietary protein intervention for community-dwelling older adults can be successfully implemented in practice. Well-tailored interventions, intensive supervision by skilled HCPs, social aspects, fidelity, and fit within real-world settings appeared essential for successful implementation. These elements are important for continuous intervention optimization to accomplish broader and successful implementation.
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Kumar, Ajit. "The Effect of Plyometric Training and Strength Training among Male College Volleyball Players - A Comparative Study." Indian Journal of Youth & Adolescent Health 08, no. 03 (September 30, 2021): 15–19. http://dx.doi.org/10.24321/2349.2880.202114.

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Introduction: The performance of sports persons can be enhanced through scientific inputs from physiotherapists, as demonstrated in this study.Purpose: The aim of this study was to compare the efficacy of plyometric training versus strength training in improving the power, standing broad jump, and vertical jump performance of college-level volleyball players.Methodology: Fifty subjects were randomly assigned to either of one group equally after assessment. Subjects in Group 1 were trained with plyometric training while subjects in Group 2 (n = 25) were trained with strength training. The pre-test and post-test data of standing broad jump, power, vertical jump performance were taken before and after the intervention respectively using standing long jump test, power by Sayer’s formula, and vertical jump test.Results: In Group 1, average power before the intervention was 3409.39 ± 290.19 watts and after the intervention, it was 3912.30 ± 100.00 watts. In Group 2, average power before the intervention was 3318.30 ± 236.17 watts, and after the intervention, it was 3709.2 ± 298.86 watts. Thus, in both the groups, intervention led to a significant improvement in power. In Group 1, average vertical jump height before the intervention was 42.16 ± 4.52 cm and after the intervention, it was 49.68 ± 4.95 cm. In Group 2, average vertical jump height before the intervention was 40.96 ± 3.93 cm and after intervention, it was 47.08 ± 4.76 cm. Conclusion: Both the groups showed improvement after the training, but the group trained with plyometric training showed better results than the strength training group.
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Dissertations / Theses on the topic "Training intervention"

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Hamlat, Elissa June. "Memory Specificity Training as Depression Intervention." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/460278.

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Psychology
Ph.D.
Although little work has directly tested increasing the specificity of autobiographical memory as an intervention for depression, there is evidence that memory specificity training could function as an effective, low-cost intervention for depressive disorders. The present study examined memory specificity training as an intervention for depression against active (memory strategy training) and no-contact control conditions in a sample of 100 young adults, as well as potential moderators of treatment effectiveness (i.e., executive functioning, interpretation bias, life stress). There were no significant training effects over time; although, the active control (memory strategy training) had lower depressive symptoms averaged over the three timepoints. There was some support that memory specificity training reduced depressive symptoms (when compared to the no-contact control) for individuals who had less negative interpretation bias. Additionally, results supported that specificity training may be most effective under conditions of low stress; however, increases in memory specificity in the context of high numbers of stressful life events marginally predicted higher depressive symptoms at follow-up.
Temple University--Theses
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Piamenta, Bilha. "Intervention at a distance." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249109.

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Erickson, Leann. "Teacher Perceptions to Response to Intervention Training." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687011.

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The purpose of this study is to examine the degree which teachers have implemented the CHAMPS program within a rural Midwestern School and the effect it is having on student behavior. It examines data received through an on line survey through Survey Monkey to teachers at the elementary, intermediate and high school levels and School Wide Information System (SWIS), an electronic referral system for recording noncompliant student behaviors. The survey had four sections covering demographics, perceptions and trainings of CHAMPs, the use of CHAMPs strategies, and teacher perception of the effects on student behavior. The results indicated that almost 30% of the teachers had not received an overview of RTI and almost 40% had not had CHAMPs training and less than 30% had received training on using the SWIS reports. The elementary and the intermediate teachers have a higher percentage using CHAMPs while the majority of the high school teachers do not. The majority of the teachers indicate there has been no change in student behavior. For any form of RTI including CHAMPs to succeed, it requires administrative support, fidelity, training, accountability, and a communication with a common vocabulary. The data of this study indicates that more training should occur in understanding RTI, implementing CHAMPs and using SWIS referral forms.

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Allen, Monique. "Crisis Intervention Team Training Among CIT-Trained Police Officers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5301.

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The problem addressed in this phenomenological study was the lack of documentation that supported the lived experiences of crisis intervention team (CIT) trained police officers related to their encounters with persons with mental illnesses (PwMI). The purpose of the study was to explore the lived experiences of officers among CIT-trained police officers to address the problem. Using the Giles's communication accommodation theory and Rogers's protection motivation theory (PMT), the purpose of this study was to examine the perceptions of CIT-trained police officers of PwMI during CIT encounters. Rogers's PMT was aligned closest with the teachings of CIT training as described by the study's participants. Participants provided data which was comprised of completed questionnaires and transcribed interviews. The method of analysis used was a combination of inductive coding and theme analysis that established the results of this study. Key findings of the study identified a significant amount of frustration expressed in the lived experiences of the CIT-trained police officers. Pushback from the public mental health facilities helped with the frustration experienced by CIT-trained police officers who applied the fundamentals of PMT and attempted to navigate treatment with the limited resources available to help PwMI in crisis. The positive social change produced from this study includes recommendations to police leadership and mental health advocates to encourage certain CIT training-related practices that directly impact CIT field encounters with PwMI in crisis. Specialized training may promote improved departmental outcomes, assist with injury reductions, and enable police officer accountability and reliability.
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MacDonald, Michael Glenn. "Suicide intervention training evaluation, a study of immediate and long-term training effects." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/NQ49516.pdf.

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Kalenius, Richard. "Muscular hypertrophic adaptations in high and low load training regimes : Eight weeks training intervention." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4919.

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Aim The purpose of this study was to assess muscle hypertrophy outcomes from high and low load strength training routines performed to muscular fatiguein a unilateral design. Method 14 well-trained men and women (age 26.4 ±4.4 years, weight 79.9 ±10.7 kg, height 179.4 ±76 cm) volunteered to participate in eight weeks of fully supervised training two times per week. Subjects had their legs randomized to a HL protocol performing 3-5reps and LL protocol performing 20-25 reps. Training was performed in leg press and leg extension and all sets were performed until volitional failure. Subjects were measured for muscle thickness by ultrasound at mid and distal portion of vastus lateralis before and after the study. Paired sample t-test and independent sample t-test was used to establish differences in pre and post and between leg differences. Results Muscle thickness increased inHL: MID 8% p=0,002 and DIST 14% p=0.009, in LL: MID 7% p=0.004 and was unchanged at DIST 4% p=0.512. Total muscle thickness for both measurement sites combined increases significantly in both legs, HL: 9% p=0.001 and LL: 5% p=0.045. There were no between leg differences at MID (p=0.404) or DIST (p=0.989) after eight weeks. Conclusion We conclude that high and low load strength training performed unilaterally to volitional failure yields equal increases in muscle thickness after eight weeks for well-trained men and women.

Kursen Projektarbete.

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Evans, Gemma. "Parenting skills training as an intervention for tic disorders." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/parenting-skills-training-as-an-intervention-for-tic-disorders(062fa8b4-1398-4200-9882-45f77254dcbd).html.

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Tic disorders can have a significant emotional and social impact on children and their families. There is increasing support for the use of parenting programmes in childhood conditions; however research into the applicability of such programmes in tic disorders is limited. This thesis therefore aimed to investigate the topic of parenting interventions in tic disorders. The thesis presents five chapters, written as a series of self-contained papers and prepared in accordance with selected journal submission guidance. Paper 1 is a systematic literature review of the implementation and effectiveness of behavioural parent training programmes across neurodevelopmental disorders. Twenty-two randomised controlled studies were included in the review. Neurodevelopmental disorders included attention deficit hyperactivity disorder, autistic spectrum conditions, intellectual difficulties and developmental disorders and tic disorders. Training programmes included Triple P, Barkley’s Defiant Children, Parent Child Interaction Therapy, New Forest Parenting, Parenting your Hyperactive Preschooler, Parents Plus Children, Preschoolers with Autism, Incredible Years and an idiosyncratic programme. Effects of interventions on child outcomes were examined alongside intervention characteristics and content. Results indicated robust evidence for effects of parent training on attention-deficit/hyperactivity difficulties and externalising difficulties, across neurodevelopmental disorders and training programmes. Evidence to support the effect of parent training on internalising, social and global difficulties across disorders was less robust, with fewer and inconsistent outcomes reported. Clinical and research implications resulting from the findings are discussed. Papers 2 and 3 present empirical studies. Both studies are Q-methodological investigations into opinions on parenting interventions in tic disorders. Q-methodology is a technique which enables participants’ subjective viewpoints to be grouped using by-person factor analysis. Views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored across parents of children with tic disorders (Paper 2) and professionals (Paper 3). Across both studies, seven main factors were identified (parents four, professionals three). Findings highlighted that interventions were generally considered acceptable, justified and perceived as needed. However, important differences in opinions were found within and between parent and professional groups, highlighting key clinical considerations for possible intervention format, delivery and content. Paper 4 provides a commentary of the clinical implications of these findings when the two studies are considered together, and provides guidance to further develop and implement interventions. Paper 5 presents a critical review, including discussion of the strengths, limitations and implications of the findings, alongside personal reflections on the research process.
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Höge, Josef. "Konzentrations-Training mit Seniorinnen eine Intervention mit Yoga-Entspannung /." [S.l.] : Universität Konstanz , Sozialwissenschaftliche Fakultät, Fachgruppe Psychologie, 1999. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB8501016.

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Burks, Carrie C. "ASSESSMENT IN EARLY CHILDHOOD INTERVENTION: THE IMPORTANCE OF TRAINING." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/68.

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Information collected from multiple domain child developmental assessments, known as five area assessments, are being used in early intervention for high stakes purposes such as program monitoring. As a result, it is important to examine variables that may affect test administration fidelity and its impact on obtaining valid data. The purpose of this study was to survey early intervention service providers in the state of Kentucky to determine possible independent variables that may affect their comfort level in administering five-domain tests. Surveys were made available to all early intervention service providers within the Kentucky First Steps early intervention program. Data were analyzed to determine the effect of independent variables such as: amount and format of training in administering assessments, amount and format of training in child development, years of experience, educational degree level, certification in interdisciplinary early childhood education, and discipline area on a provider’s comfort level in administering five area assessments. The results of the study indicated a statistically significant positive relationship between the amount of assessment training a provider received and their self-perceived comfort level in administering assessments.
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Sreekumar, Usha. "Aggression replacement training, comparing incarcerated group intervention and community-based individual intervention among young offenders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53255.pdf.

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Books on the topic "Training intervention"

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Heron, John. Six category intervention analysis training. [U.K.]: [s.n.], 1988.

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Dutton, Donald G. Crisis intervention training for police. [Ottawa, Ont.]: Ministry of the Solicitor General, 1985.

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Moira, Leslie, and Edinburgh (Scotland). Education Department., eds. The early intervention handbook: Intervention in literacy. Edinburgh: City of Edinburgh Council, Education Dept, 1998.

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Intervention: Course corrections for the athlete and trainer. Aptos, CA: On Target Publications, 2013.

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G, Langdon Danny, Whiteside Kathleen S, and McKenna Monica M, eds. Intervention resource guide: 50 performance improvement tools. San Francisco: Jossey-Bass/Pfeiffer, 1999.

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Doherty, George W. Crisis intervention training for disaster workers: An introduction. Ann Arbor, MI: Loving Healing Press, 2007.

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Jakubowski, Greg. Rapid intervention teams. Stillwater, Okla: Fire Protection Publications, Oklahoma State University, 2001.

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n, Mary Estelle Luja. A parent training early intervention program in preschool literacy. Washington, D.C: E.R.I.C., 1986.

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Barry, Glick, and Gibbs John C, eds. Aggression replacement training: A comprehensive intervention for aggressive youth. Champaign, Ill: Research Press, 1998.

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C, Gibbs John, and Goldstein Arnold P, eds. Aggression replacement training: A comprehensive intervention for aggressive youth. 3rd ed. Champaign, Ill: Research Press, 2011.

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Book chapters on the topic "Training intervention"

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Keizer, Anne-Greet, Will Tiemeijer, and Mark Bovens. "Training and Intervention." In Research for Policy, 83–102. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-024-1725-8_5.

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Alhakim, Jeeda, Lucia Berdondini, and Claire Marshall. "Humanitarian Intervention Training Programs." In Mental Health, Mental Illness and Migration, 541–59. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-10-2366-8_32.

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Alhakim, Jeeda, Lucia Berdondini, and Claire Marshall. "Humanitarian Intervention Training Programs." In Mental Health, Mental Illness and Migration, 1–19. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-0750-7_32-1.

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Gurbel, Paul A., and Udaya S. Tantry. "Percutaneous Coronary Intervention: Adjunctive Pharmacology." In The Interventional Cardiology Training Manual, 161–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71635-0_12.

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De Maria, Giovanni Luigi, and Adrian Paul Banning. "Left Main Coronary Artery Intervention." In The Interventional Cardiology Training Manual, 373–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71635-0_27.

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Gerber, Robert T., Athanasios Kosovitsas, and Carlo Di Mario. "Percutaneous Coronary Intervention: Management of Complications." In The Interventional Cardiology Training Manual, 483–502. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71635-0_32.

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Dufek, Sarah, and Laura Schreibman. "Natural Environment Training." In Handbook of Early Intervention for Autism Spectrum Disorders, 255–69. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0401-3_13.

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O’Hagan, Kieran. "A New Foundation For Crisis Training." In Crisis Intervention in Social Services, 55–81. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18234-3_6.

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Barber-Westin, Sue D., and Frank R. Noyes. "Promotion of ACL Intervention Training Worldwide." In ACL Injuries in the Female Athlete, 487–506. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32592-2_21.

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Davis, Eric, Mark Rayne, Ian Wilson, and Lindsay Rigby. "Training Clinicians Working in Early Intervention." In Promoting Recovery in Early Psychosis, 273–80. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444318814.ch29.

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Conference papers on the topic "Training intervention"

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Kovacs, Izabella. "PSYCHOLOGICAL TRAINING MODEL FOR INTERVENTION AND RESCUE PERSONNEL." In 17th International Multidisciplinary Scientific GeoConference SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgem2017/13/s03.089.

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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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Isibika, Irene Shubi, Chang Zhu, Egbert De Smet, and Albogast Musabila. "MICROLEARNING TRAINING INTERVENTION FOR LIBRARIANS: DESIGN AND DEVELOPMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1878.

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Noversa, Silvana, Cátia Abreu, Paulo Varela, and Manuel F. M. Costa. "Investigating shadows: a pedagogical intervention project with primary school children." In 12th Education and Training in Optics and Photonics Conference, edited by Manuel F. P. C. Martins Costa and Mourad Zghal. SPIE, 2014. http://dx.doi.org/10.1117/12.2070750.

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González Portillo, Auxiliadora. "Refugee Intervention: Gaps Between Academic Training And Professional Practice." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.4.

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James, Wai Yee, Stephanie Taylor, Sandra Jumbe, Vichithranie Madurasinghe, Ratna Sohanpal, Elizabeth Steed, Sandra Eldridge, Chris Griffiths, and Robert Walton. "Supporting recruitment of community pharmacies for STOP intervention training." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa2589.

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Garcia, Sarah, Soumya Joseph Abraham, and Marvin Andujar. "Exploring Perceptions of Bystander Intervention Training using Virtual Reality." In IMX '21: ACM International Conference on Interactive Media Experiences. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452918.3465497.

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Yang, Zhikai, Pengcheng Xu, Dekun Yang, Yufeng Chen, and YanCong Ma. "Vascular Intervention Training System Based on Electromagnetic Tracking Technology." In 2020 International Conference on Virtual Reality and Visualization (ICVRV). IEEE, 2020. http://dx.doi.org/10.1109/icvrv51359.2020.00063.

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Huang, Peng, and Jiangang Chao. "Research on virtual training simulation for intra-cardiac intervention." In 2012 International Conference on Systems and Informatics (ICSAI). IEEE, 2012. http://dx.doi.org/10.1109/icsai.2012.6223235.

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Wilcocks, Kyle, Bill Kapralos, Allen Kalpin, Allan Abbass, and David Chandross. "A Dialogue Intervention Simulation Framework to Facilitate Psychotherapy Training." In 2019 IEEE 23rd International Symposium on Consumer Technologies (ISCT). IEEE, 2019. http://dx.doi.org/10.1109/isce.2019.8900976.

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Reports on the topic "Training intervention"

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Kennedy, Quinn, Peter Nesbitt, Jon Alt, Jr Fricker, and Ronald D. Cognitive Alignment with Performance Targeted Training Intervention Model: CAPTTIM. Fort Belvoir, VA: Defense Technical Information Center, February 2015. http://dx.doi.org/10.21236/ada613834.

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Johnson, Judith L. Intervention With Difficult Members in Small Group Diversity Training. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada417245.

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Choles, Jaiya. Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7380.

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Ingersoll, Brooke. Development of an Internet-Based Parent Training Intervention for Children with ASD. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada612828.

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Ingersoll, Brooke. Development of an Internet-Based Parent Training Intervention for Children with ASD. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada575077.

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Ingersoll, Brooke. Development of an Internet-Based Parent Training Intervention for Children with ASD. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada592845.

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Murry, Adam. Training "In a Good Way": Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2477.

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Busso, Matías, Julian P. Cristia, and Julián Messina. SkillsBank Methodology Note: Adult Training Methodology. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004472.

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After determining the pool of studies to be analyzed from the search protocol, we dropped all those papers that appeared twice in the dataset. Then, we focused on the title, abstract and the whole study in that order. The filters we analyzed here timing and language, population, intervention, methods, and measures, in that order.
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Zamorano, Natalia, and Cristian Herrera. Can community-based intervention packages reduce maternal and neonatal morbidity and mortality? SUPPORT, 2017. http://dx.doi.org/10.30846/170115.

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In the last three decades, rates of neonatal mortality in low-income countries have declined much more slowly than the rates of infant and maternal mortality. A significant proportion of these deaths could potentially be addressed by community-based intervention packages, which are defined as delivering more than one intervention via different sets of strategies that include additional training of outreach workers, building community-support, community mobilization, antenatal and postnatal home visitation, training of traditional birth attendants, antenatal and delivery home visitation, and home-based neonatal care and treatment; usually supplemented by strengthening linkages with local health systems.
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Ruzek, Josef I., and Raymond Rosen. Dissemination of Evidence-Based CBT Intervention Components: Online Self-Administered Training for Providers Treating Military Deployment-Related PTSD. Fort Belvoir, VA: Defense Technical Information Center, August 2009. http://dx.doi.org/10.21236/ada520664.

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