Dissertations / Theses: 'Training intervention'

1

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

2

Piamenta, Bilha. "Intervention at a distance." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Rushing, Patricia Humphrey Kennedy Larry DeWitt. "Police ethics a curriculum intervention /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633401.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 17, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Ione Garcia, Kenneth Strand. Includes bibliographical references (leaves 106-115) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

12

Li, Wen-Chin. "Aeronautical decision-making (ADM) training : the identification of training needs, developing a training program and evaluating the effectiveness of a training intervention." Thesis, Cranfield University, 2006. http://hdl.handle.net/1826/4054.

Full text

Abstract:

Flying a high-technology fighter with high stakes and under high g-force is not only an issue of skilled psychomotor performance but also of real-time decision-making involving situation awareness, choice amongst alternatives, time pressure and risk assessment. There is no aeronautical decision-making (ADM) training program for military pilots in existence neither in the R. O. C. Air Force nor around the world, although academic research had recognized the training needs for aeronautical decision-making. This research consists of three studies described in six chapters to develop an effective solution for ADM problems in order to improve military pilots' decision-making in a dynamic and time-limited tactical environment. The first chapter is an executive summary comprised by three studies. The second chapter identified ADM training needs by applied the Human Factors Analysis and Classification System (HFACS). Without good analysis it is impossible to identify precisely the training needs and the nature of the training content required for improving pilots' performance. The third chapter examined five ADM training mnemonics in six different decision-making scenarios for developing an ADM training program. There are many ADM mnemonics available. However, there was lack of empirical research investigating the efficiency of those ADM mnemonics in the real-time tactical environment. The fourth chapter evaluates the effectiveness of ADM training program by simulator trials and pencil and paper trials. The fifth chapter is overall discussion, followed by the final chapter containing conclusions and recommendations. This research demonstrated that ADM training program did improve pilots' in-flight decision-making performance. Improvements in pilots' situation assessment and risk management were obtained, but these were traded-off for response time. To improve the quality of pilots' decision-making, the ADM training program needs to be coordinated with real-time simulator scenarios training. The findings have demonstrated that the ADM training program significantly improved pilots' situation assessment and risk management. However, it still needs to be established if these performance gains continue to be evident at a later date during actual operations.

APA, Harvard, Vancouver, ISO, and other styles

13

Dillon, Matthew Lee. "Substitute teacher training and videotaped instruction : the two-fold intervention /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850440211&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278084170&clientId=22256.

Full text

Abstract:

Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. "July 2008." Advisor: Dr. Susan McClelland Includes bibliographical references (leaves 63-69). Also available online via ProQuest to authorized users.

APA, Harvard, Vancouver, ISO, and other styles

14

Konstantopoulos, Panagiotis. "Investigating drivers' visual search strategies : towards an efficient training intervention." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10845/.

Full text

Abstract:

Road crashes are the main cause of death of young people in the developed world. The factors that cause traffic crashes are numerous; however, most researchers agree that a lack of driving experience is a major contributing factor. Another reason that has been reported for the increased crashes is that novice drivers have not developed the optimum visual search strategies of their more experienced counterparts. Although several training interventions have tried to improve scanning of novice drivers, they have limited success. The aims of this Thesis are to identify some parameters that influence visual search and to develop an efficient training intervention that will improve drivers’ visual skills. In Experiment 1 an image-based questionnaire was used to assess driving instructors’ and novice drivers’ priority ratings to different areas of the driving scene. Results showed that for both groups the opinions regarding visual field prioritisation were highly consistent when compared to chance. Despite the rating consistencies, group differences were found, across all scenarios with “Rear View Mirrors” being the visual field with the most frequent observed group differences. Certain categories (“Road Ahead” and “Mirrors”) were highly ranked across all scenarios, while other categories were more scenario specific. In Experiments 2 & 3 a novel experimental paradigm was used to investigate the interaction bottom-up and top-down influences upon drivers’ visual attention. Analysis showed that participants’ fixation locations had a stronger relationship with where participants clicked (top down) than with saliency peaks (bottom up). In Experiments 4 & 5 the difference in eye movements between driving instructors and learner drivers was examined during simulated driving. Results showed that driving instructors had an increased sampling rate, shorter processing time and broader scanning of the road than learner drivers. Scenario-specific analysis showed that instructors fixated more than learners on side mirrors while learners showed higher visual allocation to the rear view mirror. It was also found that poor visibility conditions and especially rain decrease the effectiveness of drivers’ visual search. Finally in Experiments 6, 7 & 8 we asked how we can improve learner drivers’ visual skills. Results from Experiments 6 & 7 demonstrated that the ability to distinguish between the eye movements of learner drivers and driving instructors improved as the number of objective differences between the two groups increased across specific scenarios. In Experiment 8 a pilot study showed that a scenario specific training intervention can improve certain aspects of learner drivers’ visual skills. The findings of this Thesis have both theoretical and practical implications regarding drivers’ visual search.

APA, Harvard, Vancouver, ISO, and other styles

15

Al, Ghalib Lila Jaber. "Intervention to alleviate shyness : social skills training and brief counselling." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3547.

Full text

Abstract:

The aim of this study was to investigate the effectiveness of a Social Skills Training programme (based on Bandura's social learning theory) and Brief Counselling (using Egan model) to alleviate shyness.The aetiology of shyness is examined together with its relationship to other constructs such as social anxiety and social phobia. For many, shyness is a major social problem. This is particularly true of female university students in Saudi Arabia. This was confirmed by the survey in a sample of 1000 female students, and by the development of a standardised (Arabic) shyness scale, which was given to another sample of 706.From this population a sample of 80 (scoring 1 sd above mean) were divided into 6 groups who received either (i) Social Skills Training (two groups), (ii) Brief Counselling, (iii) Study Skills Training, and (iv) No training (waiting list control, two groups). Both the Social Skills and Brief Counselling were effective in reducing shyness although there was a similar beneficial effect for study skills. However in a 6- week follow-up test the Social Skills training and Brief Counselling groups showed that significant gains had been made and maintained in comparison with both controls. While overall Social Skills Training is more effective and economic, an intervention involving both Social Skills Training and Brief Counselling is recommended. The study demonstrated that severe shyness can be alleviated by short-term intervention.

APA, Harvard, Vancouver, ISO, and other styles

16

Chukwu, Gosim. "Participatory evaluation : an action research intervention to improve training effectiveness." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2011780/.

Full text

Abstract:

Background: The managers of Zenith Medical Centre, a Nigerian hospital, desired to experiment a change to a process of evaluation that could improve training effectiveness for all stakeholders. Concern about evaluating training for effectiveness is not new. The past 50 years have witnessed a growing number of evaluation methods developed by scholars and practitioners to provide human resource development (HRD) professionals with alternatives for measuring training outcomes. However, investigation on the uses of evaluation data to improve training outcomes from the perspectives of divergent stakeholders is limited. Participatory evaluation (PE) through action research (AR) intervention was particularly considered as a viable means of improving training effectiveness by increased use of evaluation data. Aims of the Investigation: The aims of the intervention were to deepen insight and understanding of PE from the perspectives of stakeholders, practically implement a change of the evaluation system and produce new knowledge for the action research community. Design/Methodology/Approach: The action research approach was used from a social constructionist perspective to engage training stakeholders in the organization as participants. This perspective required working in the participatory action research (PAR) mode. Therefore, the project followed a cyclical process model (CPM) of the AR iterative process of constructing, planning, acting and evaluating. The CPM model was to accommodate the quality principles for using theory to both guide issue diagnosis and reflection on the intervention. Data on participatory evaluation were generated through focus groups and one-on-one interviews and analyzed using template analysis. Findings: By identifying and discussing their stakes, contributions and inducements in training, participants were able to reflect on their own learning, gain insight into their own work situation by sharing experiences and these facilitated peer and management support. The results were deeper insight into training evaluation; change in behavior and perceptions; and the use of quality data to improve training design, delivery and participation. The participatory process also enabled participants to learn self-direction and self-management by becoming aware of discussing problems or issues of concern to them in the workplace, group coherence and social support. Profoundly, all levels of stakeholders tried actively to change their working conditions by participating in action research activities. Implications: The study has implications for research and practice in three perspectives: First-person implications of deepening the researcher’s understanding and knowledge and providing professional development for his practice; second-person implications of deepening understanding and knowledge and providing improved day-to-day practice for the participants, practical solutions to the issue and organizational learning for the client; and third-person implication of providing specific knowledge for the wider action research community. Limitations: The research does not cover the political implications of the findings and opportunities they create for further research. It is limited to evaluation process while leaving out organizational decision making which is another factor affecting the utilization of evaluation data. Future studies should consider the question of what happens if the process of evaluation is right but the organizational politics or decision making structures hinders evaluation use.

APA, Harvard, Vancouver, ISO, and other styles

17

Murphy, Michelle Lynn. "Crisis intervention training for students in school counselor preparation programs." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006554.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Sipe, Marie Elizabeth. "Weight training in older adults : an intervention for psychological empowerment /." Electronic thesis, 2004. http://etd.wfu.edu/theses/available/etd-05132004-142300/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Porter, Laurel M. "Assessing Teacher Preference for Training Modalities for Behavior Intervention Plans." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7890.

Full text

Abstract:

Within public schools, teachers and instructors may require training to implement procedures listed in a behavior intervention plan (BIP) to support students with disabilities. It is crucial that teachers receive training that is both effective and efficient. Behavioral skills training (BST) and video modeling are two training modalities that are proven to be effective for a wide range of skills and learners. Written instructions, although they are not supported as an effective training method in the literature, can be used as task analysis for the steps that are needed to be performed for a procedure. At present, there is no standard for training teachers to implement BIP procedures and potentially effective training methods may be impacted by the amount of time training or the intensity of the training procedure. Therefore, the purpose of this study was to assess teacher preference for training modalities and to assess the feasibility of each modality in terms of training time and intensity. The participants in this study overwhelmingly selected self-assessments for both pre- and post-assessment evaluations as well as written instructions for their training modality.

APA, Harvard, Vancouver, ISO, and other styles

20

Fischer, Mark. "Working Memory Intervention in Temporal Lobe Epilepsy." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447689793.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Francisco, Jenifer. "An Attention-Specific Intervention for Adults with ADHD." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27951.

Full text

Abstract:

Attention deficit-hyperactivity disorder (ADHD) consists of symptoms of both inattention and hyperactivity/impulsivity that cause significant functional impairment (APA, 1994). Approximately 4.7% of adults are diagnosed with ADHD; however, there are few empirically-informed interventions that are specifically designed for adults. Instead, many of the common interventions for adults are derived from work done with children with ADHD and may not be appropriate for their particular needs (Weiss & Weiss, 2004). Given that adults with ADHD typically experience more symptoms of inattention rather than hyperactivity, an investigation of the effectiveness of an intervention that specifically targets their inattentive symptoms is warranted (Weiss & Weiss, 2004; Weiss et al., 2002). Therefore, the goal of this study was to evaluate the efficacy of an attention-specific intervention for adults with ADHD. The intervention used in this study, Attention Process Training (APT; Sohlberg & Mateer, 1987), has never been applied to adults with ADHD. The underlying assumption behind this intervention is that attentional functioning can be improved through the use of tasks that are designed to re-train various aspects of attention. More specifically, this study addressed sustained, alternating, and selective/divided attention during the intervention. A non-concurrent multiple baseline design was used in order to assess the effectiveness of the APT among a sample of adults with ADHD. A sample of four adults, aged 21-37 years (M = 27.75) participated in this study and demonstrated minimal changes in their attentional ability after the intervention. In addition, the findings suggest that the different components of attention addressed in this intervention are not distinct and likely have a reciprocal affect on one another.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

22

Lilley, Anthea Mercer. "Government intervention in educational policy making : contrasts and continuities." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Mellanby, Alexander Robert. "A pause : an intervention programme of school sex education." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265146.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

De, Almeida Neto Abilio Cesar. "Training community pharmacists in cognitive behavioural intervention strategies for optimising the monitoring of non prescription combination analgesic products." University of Sydney. Pharmacy Practice, 2000. http://hdl.handle.net/2123/833.

Full text

Abstract:

Analgesic products can produce serious side effects. Because potent analgesics are not under medical surveillance but are available to the public without a medical prescription, any attempt to influence consumer behaviour in relation to these products must be via interventions at pharmacist level. The Australian government is now pressuring the pharmacy profession to monitor effectively the use of such non-prescription medication. The aim of this study was to train community pharmacists on brief intervention strategies for use in a pharmacy setting in relation to combination analgesic products. Focus groups showed that participants had concerns about adopting confrontational counselling styles, as they feared this would antagonise consumers leading to loss of patronage without having an impact on consumer behaviour. This concern was later reinforced by consumer interviews, which showed that a significant proportion of respondents thought that the use of non-prescription analgesics was their responsibility. A protocol for the sales of analgesic products was designed with these issues in mind. The transtheoretical model of change (TTM) and motivational interviewing were selected as theoretical frameworks, as they take into account differences among consumers in motivation and in intention to change behaviour and are congruent with pharmacists' concerns. Consumer-centred intervention strategies were tailored to the individual consumer according to his/her readiness to change. This approach was borrowed from the area of smoking secession in which it has been related to positive clinical outcomes. The assumption was made that TTM-based intervention would also be effective in a pharmacy setting in relation to analgesic products. In the initial pilot study, community pharmacists who simply attended a workshop in the cognitive-behavioural intervention strategies failed to incorporate the newly acquired skills to their practice and consequently lost their proficiency. In the subsequent pilot study, when the workshop was followed by ongoing on-site training with immediate feedback and coaching through the use of pseudo-patron visits, the investigator was able to shape community pharmacists' practice behaviour in relation to the monitoring of pharmacist only analgesic products. The methodology was then refined and in the final study trained pharmacists were significantly more likely than control pharmacists and baseline to engage in a number of behaviours related to the study intervention. These included handling the sales of pharmacist only analgesics themselves, identifying inappropriate use, assessing readiness to change, and delivering an intervention according to the consumer's readiness to change. The results suggested that in pharmacy practice post qualifying therapeutic skill transfer is not achieved by workshop presentation alone. Modelling of the desired behaviour involving reinforcement and feedback is necessary.

APA, Harvard, Vancouver, ISO, and other styles

25

Westerman, Carole Elizabeth. "HIV/AIDS intervention and skills training with the chronic mentally ill." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2803.

Full text

Abstract:

This study assessed the effectiveness of an HIV/AIDS psychoeducational intervention and skills training package for a high-risk group for HIV/AIDS, the chronic mentally ill. Twenty-seven participants were randomly assigned to either a treatment or no treatment control group. Elements of the intervention were (a) education about HIV transmission and high risk groups, (b) problem-solving skills training, and (c) behavioral skills training based on education needs identified in a previous study of the same population. Pretest and posttest measures were administered to both the treatment and control groups in order to assess differences and improvement. Results showed improvements from pretest to posttest in the treatment group's HIV/AIDS knowledge, behavioral and role-play skills in high-risk situations, self-efficacy in utilizing learned skills, and intention to use these skills. The same improvement did not occur in the control group. Follow-up data and implications of the study are discussed.

APA, Harvard, Vancouver, ISO, and other styles

26

Du, Plessis Mariette. "Neonatal communication intervention in South Africa : training needs and future strategies." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50886.

Full text

Abstract:

Advances in neonatal medicine during the past 35 years have led to the survival of more preterm infants than ever before. The focus of the management of preterm infants has consequently shifted from survival to providing for developmental needs, from as early as possible. The increased prevalence of at-risk infants born in South Africa necessitates the appropriate implementation of neonatal communication intervention (NCI) programmes. Since mothers do not always return to health care facilities for follow-up services but are available during the neonatal period, the speech-language therapist should assist them with feeding development, mother-infant attachment and reciprocal communication interaction. The paediatric audiologist should reduce noise levels in the neonatal intensive care unit (NICU) to protect neonatal hearing, conduct a hearing screening test within the first month of life and train parents to create the appropriate auditory environment that will facilitate listening and language development. Audiologists and speech-language therapists need to be fully competent and well-trained in providing NCI, so that their services in the unique multicultural and multilingual South African context can become increasingly effective. The aim of the study was to describe the self-perceived skills and needs of South African audiologists and speech-language therapists regarding NCI. A triangulation mixed model research design, which entails a combination of quantitative and qualitative research techniques, was used. A descriptive survey was employed to describe the self-perceived skills and needs in NCI of 73 participating South African audiologists and/or speech-language therapists. The results of this study indicated that participants experienced the greatest difficulty with and the least confidence in feeding intervention. The participants perceived their skills in communication intervention, neonatal hearing intervention and general collaborative tasks in NCI to be better than their skills in feeding intervention. Some of the participants did not recognise their vital role in kangaroo mother care (KMC), although it is the ideal entry point for the implementation of NCI programmes. The participants identified needs in terms of knowledge and skills regarding feeding intervention, developmental care and KMC. The majority indicated that they perceived their level of practical training as lacking, and that any training in NCI should include practical aspects. It was also found that the participants’ current profession and their professional qualification significantly influenced their reported skills in feeding, communication and neonatal hearing intervention. The more recently qualified participants and those with more clinical experience also reported greater confidence in and less difficulty with feeding and communication intervention, as well as with general neonatal intervention tasks. The findings of this study emphasise the need for audiologists and speech-language therapists to use KMC as the entry point for NCI services. Training in early communication intervention (ECI) and NCI at an undergraduate level should be expanded to include more practical activities, and may need to be standardised across tertiary institutions in South Africa. Professionals working in neonatal settings should also participate in professional development courses that include practical application of learnt skills. Through these activities, NCI services to the paediatric population may reach the necessary standard of best practice.
Dissertation (MComm Path)--University of Pretoria, 2015.
tm2015
Speech-Language Pathology and Audiology
MComm Path
Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

27

Beets, Karolyne Elizabeth. "A success case method evaluation of an executive coach training intervention." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/14359.

Full text

Abstract:

Includes bibliographical references (leaves 88-100).
This evaluation examines the extent to which 2005 and 2006 Associate Coaching Course participants have successfully applied the proximal outcomes from the executive coach training. Following the Success Case Method, a survey determined that the majority of participants rated their application of the learnings very successfully. A qualitative data analysis of eight interviews conducted with six high success cases (three professional coaches and three within-job coaches) and two low success cases, explored their application of the proximal outcomes in detail. The results report on various themes that describe how the coaches have applied the training, what results they have achieved and what value has come from the training. Further themes address factors that helped or hindered application and suggestions for training improvement. It can be concluded that the Associate Coaching Course was successful for this group of participants in that they report successful on-the-job application of the proximal outcomes and provide examples of positive results achieved due to this application. Furthermore, this evaluation contributes to a relatively scant literature concerning the application of the Success Case Method of evaluation.

APA, Harvard, Vancouver, ISO, and other styles

28

Papastratides, Eva. "Crisis intervention training and the use of force by the police." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000116.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Yinger, Ashley D. "Experiences of Police Officers Who Have Received Crisis Intervention Team Training." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7778.

Full text

Abstract:

Police officers are often the frontline responders to calls involving people in mental distress. The lack of specialized mental health training can influence stigmatization and criminalization of people with a serious mental illness (SMI). Crisis intervention team (CIT) training is a tool to provide law enforcement with specialized mental health training to enhance their skills and comfort level when responding to crisis calls. There is a gap in the research examining officers' experiences with CIT training and how they apply that training when encountering people who have a SMI. The purpose of this qualitative case study was to explore a select group of police officers in Central Pennsylvania who are trained in CIT and how they use the tools learned from CIT training while on the job. Using the social distance theory and procedural justice theoretical framework, the researcher investigated the experiences of CIT officers by using the information gained from CIT training with individuals they encounter with a SMI. This study also examined the components that officers find most valuable from CIT training when responding to individuals who have a SMI. Participants in the study consisted of police officers trained in CIT, from a rural department, and have responded to mental health calls. Key findings showed that CIT training improved officers’ knowledge and understanding of mental health to be able to slow down on crisis calls and show empathy towards people who have a SMI. Implications for positive social change involve policy reform for law enforcement training. The data from this study reveals that CIT training should be utilized across police jurisdictions, as it has shown to improve the interactions between law enforcement and people who have a SMI.

APA, Harvard, Vancouver, ISO, and other styles

30

Sellers, Margaret. "Home-based early intervention with deaf children and their families." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Anderson, David W. "A meta-analysis of cognitive intervention, parent management training, and psychopharmacological intervention in the treatment of conduct disorder." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/40060.

Full text

Abstract:

Conduct disorder in children and adolescents has developed into a very costly problem with severe negative consequences to individuals, families, and communities. A void exists in the literature in that no summaries have been found which compare the effectiveness of the leading treatment modalities for conduct disorder. The purpose of this study is to conduct a meta-analysis comparing three psychotherapeutic interventions for the treatment of conduct disorders in children and adolescents: 1) cognitive interventions, 2) parent management training, and 3) psychopharmacological intervention (i.e. the use of lithium carbonate and the use of stimulants [e.g., methylphenidate, dextroamphetamine, and pemoline]). The inclusion criteria for this meta-analysis accepted 26 studies for data collection and analysis.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

32

Muramoto, Myra L., Eva Matthews, Cheryl K. Ritenbaugh, and Mark A. Nichter. "Intervention development for integration of conventional tobacco cessation interventions into routine CAM practice." BioMed Central Ltd, 2015. http://hdl.handle.net/10150/610279.

Full text

Abstract:

BACKGROUND: Practitioners of complementary and alternative medicine (CAM) therapies are an important and growing presence in health care systems worldwide. A central question is whether evidence-based behavior change interventions routinely employed in conventional health care could also be integrated into CAM practice to address public health priorities. Essential for successful integration are intervention approaches deemed acceptable and consistent with practice patterns and treatment approaches of different types of CAM practitioners - that is, they have context validity. Intervention development to ensure context validity was integral to Project CAM Reach (CAMR), a project examining the public health potential of tobacco cessation training for chiropractors, acupuncturists and massage therapists (CAM practitioners). This paper describes formative research conducted to achieve this goal. METHODS: Intervention development, undertaken in three CAM disciplines (chiropractic, acupuncture, massage therapy), consisted of six iterative steps: 1) exploratory key informant interviews; 2) local CAM practitioner community survey; 3) existing tobacco cessation curriculum demonstration with CAM practitioners; 4) adapting/tailoring of existing curriculum; 5) external review of adaptations; 6) delivery of tailored curriculum to CAM practitioners with follow-up curriculum evaluation. RESULTS: CAM practitioners identified barriers and facilitators to addressing tobacco use with patients/clients and saw the relevance and acceptability of the intervention content. The intervention development process was attentive to their real world intervention concerns. Extensive intervention tailoring to the context of each CAM discipline was found unnecessary. Participants and advisors from all CAM disciplines embraced training content, deeming it to have broad relevance and application across the three CAM disciplines. All findings informed the final intervention. CONCLUSIONS: The participatory and iterative formative research process yielded an intervention with context validity in real-world CAM practices as it: 1) is patient/client-centered, emphasizing the practitioner's role in a healing relationship; 2) is responsive to the different contexts of CAM practitioners' work and patient/client relationships; 3) integrates relevant best practices from US Public Health Service Clinical Practice Guidelines on treating tobacco dependence; and 4) is suited to the range of healing philosophies, scopes of practice and practice patterns found in participating CAM practitioners. The full CAMR study to evaluate the impact of the CAMR intervention on CAM practitioners' clinical behavior is underway.

APA, Harvard, Vancouver, ISO, and other styles

33

Rankin, Courtney M. "Script Training for Adults who Stutter." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7899.

Full text

Abstract:

Treatment for adulthood stuttering traditionally focuses on some combination of stuttering management and fluency management and may also target emotional and cognitive reactions to stuttering. However, long-term gains are often limited, and there is a need for continued development of approaches for mitigating impacts of stuttering. We know of no evidence-based therapy approaches designed to target functional communication in adults who stutter (AWS), despite widespread interest in improving functional communication in members of this speaker group. Script training is an intervention approach designed to improve accuracy and automaticity in functional communication. Script training was originally designed for use with adults with aphasia and was also recently applied successfully with adults with apraxia of speech. The aim of this study was to determine effects of script training in AWS. Three males participated, one who stuttered mildly, one moderately, and one severely. Using a single-subject, multiple-baseline design, treatment and maintenance performance was compared to baseline performance on three dependent variables: Script accuracy, percentage of syllables stuttered, and speaking rate. Results indicate that script training may benefit AWS. Script accuracy increased and percentage of syllables stuttered decreased in all three individuals. Speaking rate increased for one participant, whose pre-treatment stuttering was rated as mild in severity. All participants reported a self-perceived increase in confidence communicating. These effects indicate that additional research is warranted to continue investigating effects of script training in people who stutter.

APA, Harvard, Vancouver, ISO, and other styles

34

Camille-McKiness, Kristy. "Police perspectives on CIT training| An ethnographic study of law enforcement officers' perspectives on Crisis Intervention Team training." Thesis, Northern Illinois University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596640.

Full text

Abstract:

This study describes police officers’ perspectives of Crisis Intervention Team (CIT) training. Ethnographic interviews were used to gather data, and Transformational Learning Theory guided this study. Implications of CIT training indicate that CIT officers are a part of a subculture within police culture, and respond differently to mental health calls differently than their non-CIT counterparts. Outcomes of these different response styles include decreased criminalization, decreased injury to officers/consumers, decreased use of force, and increased confidence in responding to mental health calls for officers who are CIT trained. Implications of this study are discussed in relation to sustainability of partnerships between law enforcement officers and mental health professionals.

APA, Harvard, Vancouver, ISO, and other styles

35

Magnusson, Renee. "The Effects of Fluency Training on the Fidelity with which Paraprofessionals Implement a Reading Intervention." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/576.

Full text

Abstract:

In schools, didactic training is a common method for promoting intervention fidelity. Despite its prevalence, however, a number of literature reviews suggest that didactic training alone is not an effective way to promote intervention fidelity. Training seems to be more effective when coupled with daily or weekly performance feedback in applied settings. However, given the level of resources in typical public schools, this amount of performance feedback for all teachers and paraprofessionals may not be feasible. Therefore, there is a need to explore additional means of promoting intervention fidelity. The current study examines the effects of fluency training on intervention fidelity by paraprofessionals in an applied setting. Results suggest that systematic fluency training can improve intervention fidelity, even when the interventions are complex and are being conducted by paraprofessionals with limited formal education. The study's findings also suggest that ongoing monitoring of implementation fidelity is necessary, because maintenance of these effects is idiosyncratic.

APA, Harvard, Vancouver, ISO, and other styles

36

Magnan, Joselyn Emily. "The Efficacy of Training Kindergartners in Assisted Self-Graphing as a Supplemental Intervention Within a Response-To-Intervention Model." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1154960495.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Auletto, Marybeth Hurlbutt. "The effects of training and other organizational variables on intervention assistance teams." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1157994625.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Latacha, Kathryn N. "Response to intervention| An investigation of training, perceptions, and fidelity of implementation." Thesis, Lipscomb University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3603454.

Full text

Abstract:

The authors investigated the extent to which the amount of training in Response to Intervention (RtI) impacts staff members' perceptions of RtI, how staff members' perceptions of RtI relate to their fidelity of implementation, and to what degree staff members' involvement in training influences their fidelity of implementation. A convenience sampling of thirty-eight staff members in Middle Tennessee was surveyed using a questionnaire and interview. Participants in the study worked in elementary and middle schools within a large urban district lacking a well-defined RtI program and a smaller district with a well-defined program. The quantitative analysis revealed that there is no statistically significant relationship between training and teachers' perceptions of RtI. There is a statistically significant relationship between teachers' perceptions and fidelity of implementation as well as the amount of training they receive and fidelity of implementation. The strongest relationship found was between teachers' perceptions of RtI and their fidelity of implementation of RtI. The qualitative analysis revealed that staff member perceptions concerning RtI effectiveness and individual comfort in implementation abilities are motivated by accountability, time, procedures, and training. The chief recommendations the researchers made to the Tennessee Department of Education are to focus on improving perceptions of RtI and provide adequate training through adding evidence-based intervention suggestions to the state manual, determine how to unite pre-service training for RtI across the state, and create a hierarchy map of new personnel including a state-level RtI coordinator, regional coordinators, state auditors, district-level coaches, and site coaches.

APA, Harvard, Vancouver, ISO, and other styles

39

Halsey, Claire. "Randomised controlled trial of an intervention to increase attendance at parent training." Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/14942/.

Full text

Abstract:

Literature Review: Factors affecting attendance at parent training are presented and consideration is given to theoretical models which might be applied to this field. It is revealed that single parents, those of lower socio-economic status, lower income and experiencing mental health difficulties are less likely to attend. Therapist characteristics including experience, warmth and empathy and the use of administrative strategies all predict increased attendance. Parental motivation and expectations do not have clear roles in affecting parent training attendance. Methodological issues such as inconsistent definitions of attendance and small sample sizes are discussed, as are cautions about generalising findings from specific samples. The health belief model and the theory of planned behaviour are reviewed and considered to have potential for further study concerning attendance at parent training. Research Report: The investigation of a strategy to increase attendance at parent training is presented. One group of parents receive an experimental intervention to develop implementation intention's to overcome barriers to attendance, the control group do not. The two groups are compared on their attendance at parent training. Descriptive statistics indicate that parents in the experimental group do participate in more parent training sessions than the control group, however this trend failed to reach statistical significance. Parents with stronger intents to attend were statistically more likely to complete parent training. The development of implementation intentions prior to attendance was not found to enhance the clinical gains of parents attending parent training. Further research is recommended to explore the relevance of the theory of planned behaviour to parent training. Critical Appraisal: The origins of the project, its organisation and implementation are described. Points of learning are discussed, dissemination plans detailed and areas for continuing professional development expressed.

APA, Harvard, Vancouver, ISO, and other styles

40

Solbrig, Linda. "Functional Imagery Training : a novel, theory-based motivational intervention for weight-loss." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12300.

Full text

Abstract:

This thesis investigates the acceptability and efficacy of Functional Imagery Training (FIT), a motivational intervention for weight-management. FIT is based on Elaborated Intrusion Theory, delivered in the style of Motivational interviewing (MI), and designed to promote sustained behaviour change and address cravings. It trains the habitual use of affective, goal-directed mental imagery of personal incentives, using imagery to plan behaviours, anticipate obstacles, and mentally try out solutions from previous successes. Participants are taught to update their imagery from their experience, and to generalise their imagery skills to new goals. In study 1, focus groups explored problems and wishes in regards to weight-management, including reactions to Functional Imagery Training (FIT) as a possible intervention. The issue of waning motivation and the desire for motivational app support was expressed in all groups. Participants were positive about FIT. Study 2 was an uncontrolled pilot trial of FIT. Eleven out of 17 participants (65%) lost 5% body weight or more by three months. Participants continued to lose weight during an unsupported 12-month period and experienced mean weight loss of 6kg (SD= 5.7; d=1.06) and mean waistline reduction of 11.5 cm (SD= 7.4; d=1.56) at 15 months. Study 3 compared the impact of FIT with MI on motivation and self-efficacy, over the first month of a randomised controlled trial (RCT) for weight-loss. Structured elicitation and training in goal-related imagery, i.e., FIT, increased motivation and self-efficacy for weight-loss relative to MI. Study 4 was the RCT for weight-loss, comparing FIT and MI over an intervention-supported six-month period, followed by six months unsupported. The FIT group achieved clinically meaningful weight-loss at 6 months (M kg-loss=4.11) and continued weight-loss at 12 months (M kg-loss=6.44); the MI group stabilised by 12 months (M kg-loss=.67), after minimal weight loss at 6 months (M kg-loss=.74). Study 5 qualitatively explored experiences of MI and FIT RCT participants, upon completing the 6-month intervention phase. MI participants wished for continued therapist- support and feared relapse. FIT participants described a mind-set-change and were confident they could maintain changes and overcome challenges using imagery techniques. Given the demonstrated benefit of motivational imagery in weight-control, FIT should be considered and further tested as an intervention for health behaviour change.

APA, Harvard, Vancouver, ISO, and other styles

41

Wiechert, Annette M. "Training Needs Assessment as an Action Research Intervention in a Federal Agency." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30504.

Full text

Abstract:

Consultants are frequently called to help organization leaders identify and solve problems. However, few research reports reveal the holistic nature of the process. This case study helps fill that void with naturalistic inquiry into a process consulting intervention. This action research describes an external consultant's intervention with leaders of a large federal agency over an 18-month period to help conduct and implement a training needs assessment (TNA). A naturalistic inquiry design used multiple methods to gather quantitative and qualitative data through three action cycles. The first cycle describes the TNA process and deliverables answering the organization's questions "What training was required and was being done, for whom, by whom, at what cost?" The second cycle revolves around the research questions "How do the organization's leaders view, value and make use of the TNA?" and "What happens as a result of the consultant/researcher's intervention?" The third cycle answers the question "What are the organizational dynamics that facilitate or inhibit the adoption of planned change?" Research findings were: 1) Organizational leaders valued and used the TNA to reorganize and centralize their training; 2) The intervention provided documentation and recommendations for short and long-term planned changes; 3) Cultural biases cast training as important but a low priority with hierarchical structures complicating centralizing actions. The case study frames complex change through a systems perspective that combined theories from multiple disciplines. Action learning in the process reflects the paradoxes of learning that are often unrecognized and usually unreported. The open-ended nature of the inquiry reveals the need for a high tolerance for ambiguity, extensive knowledge, flexibility, networking ability, and trust in the process. Research theories, methodologies, and assumptions were reassessed with some revealing conclusions: action research is not intuitively obvious nor widely recognized in fields of practice reinforcing the need to continuously improve ways to intervene. Future recommendations are to: encourage more candid holistic reporting of action research; recognize that traditional research paradigms make action research riskier to pursue and defend; encourage leaders in all fields to continuously develop and use more tools, models, and networks to help improve our future organizations.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

42

Auletto, Marybeth H. "The effects of training and other organizational variables on intervention assistance teams." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1157994625.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Hill, Emma Louise. "A novel decentering and perspective broadening training intervention for major depressive disorder." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707975.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Phaneuf, Leah Kathryn. "The application of a three tier model of intervention to parent training." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available, full text:, 2008. http://wwwlib.umi.com/cr/syr/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Ramasamy, Kasturi. "Educational Training on Falls Intervention for Elderly Patients in Acute Care Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7064.

Full text

Abstract:

Falls among hospitalized elderly patients are a safety concern for health care organizations and the patients they serve, but falls can be prevented through the team effort of nurses and other health care professions to promote safety within the organization. The project site was experiencing an increase in the number of patients falls and identified the need for staff education related to assessment and intervention to prevent patient falls in the elderly population. Thus, the practice-focused question for this project was whether an educational program on evidence-based fall prevention strategies using the American Medical Directors Association clinical guidelines would improve staff nurse ability to assess fall risk and apply intervention strategies for elderly patients in an acute care setting compared to standard practice. Lewin's change theory was used as the theoretical foundation for this project. A total of 29 cardiac unit staff nurses who participated in the educational program were provided information on recognizing risk factors for falls, conducting an accurate fall risk assessment using the Morse Fall Scale, and developing individualized care plan for managing fall risk. The Agency for Healthcare Research and Quality 2E Fall Knowledge Test was used in a pre- and posttest design to assess the efficacy of the educational program. The results showed a statistically significant increase (p < 0.001) in staff members' knowledge in recognizing, assessing, and managing falls. This project can improve nurse's knowledge with evidence-based recommendations in practice, which promotes positive social change through improved staff competency that may result in decreased patient falls and adverse patient outcomes.

APA, Harvard, Vancouver, ISO, and other styles

46

NANTAIS, MELISSA. "MEETING TRAINING GOALS FOR TIERED INTERVENTION-BASED SERVICES: A PILOT OF MODEL ADHERENCE AND OUTCOMES DURING INTERNSHIP." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123621689.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Murry, Adam Thomas. "Training "In a Good Way": Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2480.

Full text

Abstract:

Employee Training and Development (T&D) is a crucial component to an organization’s success and its ability to remain competitive. Although researchers in the field have discovered ways to enhance the effectiveness of training programs through the design, delivery, and evaluation process, research has not provided empirically-based recommendations for how to best train individuals whose cultural backgrounds may influence receptiveness of training curriculum. This is particularly relevant for employees whose cultural groups have been historically discriminated against, where cultural norms implicit in the training design may be met with resistance on behalf of the trainees. In the field of multicultural education, an instructional approach has been suggested to overcome cultural differences between instructor, curriculum writers, and students known as culturally responsive education. I evaluated a pre-training video prime based on this approach in the context of multi-site data-use training program for Native American educational professionals. Data-use training was delivered after exposure to one of two videos that framed the objectives of data use either in a culturally responsive way or in a generic mainstream fashion. Participants filled out surveys after the video but before the training, and then again after the training. Prime type was randomly assigned by training location. I hypothesized that participants who received a culturally responsive training prime would learn more during the data-usage training than participants who did not, and that this effect would be mediated by heightened affective motivators immediately following the culturally responsive prime. None of the hypothesized pathways were supported. There was no direct effect of my prime manipulation on knowledge (Hypothesis 1) or skill acquisition (H2), or on pre-training motivation to learn (H3), research-related self-efficacy (H4), goal-commitment (H5), or identification with research (H6). Furthermore, there were no indirect effects of my manipulation on knowledge (H7) or skill (H8) acquisition through pre-training motivation to learn, self-efficacy, goal-commitment, or identification with research. The motivation to learn subscale for valence had a significant positive direct effect on knowledge and skill acquisition and self-efficacy significantly positively predicted skill acquisition. Goal-commitment and motivation to learn subscales for instrumentality and expectancy had a significant negative relationship with skill acquisition. Lack of support for my hypothesized pathways is explained partially by the failure of my independent variable to influence perceptions of cultural responsiveness. A manipulation check revealed that participants did not appraise my culturally responsive priming video as significantly more relevant or culturally appropriate compared to the alternative mainstream video. Findings on the positive effects of valence and self-efficacy are discussed in support of current literature. Negative effects of expectancy are discussed in terms of stereotype threat. The implications and applications for trainers and researchers in training and minority education are followed by a consideration of this study’s limitations and suggestions for future research.

APA, Harvard, Vancouver, ISO, and other styles

48

Wever, David H. "The effectiveness of a community-based marital distress intervention." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Conlon, Jennifer Anne. "The efficacy of periodized resistance training in older adults." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1930.

Full text

Abstract:

Sarcopenia describes the slow and inevitable age-related loss of skeletal muscle mass and consequent function. Fortunately, a continually growing body of research highlights the robust adaptability of the aging neuromuscular system in response to resistance training (RT). Yet, despite an abundance of research studies describing the benefits of RT in the elderly, there is a large variation in the type of training programs employed. Therefore, within the extensive range of beneficial RT stimuli, it is vital to confirm what organizational structure of acute program variables is most effective (i.e. the appropriate dose). The process of organizing a training program considering all of these factors is referred to as periodization. Despite the well-recognized value of periodization in younger populations, the application of periodized RT has received little attention among the aged. Also, despite a great deal of focus on the application of the session rating of perceived exertion (sRPE) in the management of training stressors, this tool remains to be explored in older adults. Together, a greater understanding of periodized RT and training load in this setting, would ultimately aid in optimizing RT guidelines for maintaining the structure, QOL and health of the aging population. Therefore, this thesis is a presentation of a comprehensive investigation of the efficacy of periodized RT strategies, specifically block periodization (BP) and daily undulating periodization (DUP) on key neuromuscular, physiological and health-related outcomes in older adults, in comparison to a non-periodized (NP) training program. Secondary aims included the examination of training load indices, perceived enjoyment and tolerance, and the application of sRPE across the different RT models. In conclusion, NP, BP and DUP RT models are equally effective for promoting significant improvements in key physical function, physiological, and neuromuscular adaptations among apparently healthy untrained older adults. Consequently, periodization strategies are not critical during the initial stages of RT among the elderly. Additionally, periodized RT does not appear to impact an elder’s perceived tolerance or enjoyment of RT, yet may be important for the better management of training load, potentially reducing the risk of illness and injury beyond the initial stages of training. Finally, sRPE and related measures are not valid tools for RT monitoring purposes when compared to established methods. The examination of periodization strategies among previously trained older iii adults is warranted, with alternate training models such as weekly undulating periodization (WUP) proposed for consideration. Finally, the use of true repetition maximum (RM) sets to momentary concentric muscular failure is not advised over chronic training periods, with other means of resistance load prescription such as % one-repetition maximum (1RM) proposed. Yet, above all else, practitioners should focus on engaging older adults in RT, via feasible and efficacious interventions targeting long-term adherence in minimally supervised settings.

APA, Harvard, Vancouver, ISO, and other styles

50

Mathai, Christina McGrady. "Surveying School Counselors via the Internet Regarding Their Experiences and Training Needs in Crisis Intervention." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29156.

Full text

Abstract:

Crisis intervention is a responsibility of school counselors. Specific training in crisis intervention skills is recommended for performing adequately in crisis situations, however, no generally accepted standards exist for training school counselors in crisis intervention. This exploratory study was conducted entirely online. Participants in the study were recruited via email and listservs and accessed a website to complete a survey. State certified school counselors (n=517) from across the United States (response rate 47%) participated. The following research questions were investigated: (1) Do these school counselors have training in situational crisis intervention skills? (2) What is the format and source of this training? (3) What situational crises have these counselors faced in their work? (4) Do these counselors feel adequately prepared for crisis situations? (5) Do these counselors differ in their preparedness according to demographic variables? (6) What additional training regarding crisis intervention do these counselors believe they need? Results indicate the majority of participants have had training in crisis intervention. Significant differences in level of training were found based on years of experience, age group, and ethnic group. The most frequently cited training topics previously received by respondents are stages of grief, suicide prevention and intervention, and assessment and referral. The most frequently encountered crisis situations are suicide ideation, child physical abuse, child sexual abuse, and suicide gesture. The average percentage of time spent by respondents on crisis intervention is 17%. Over 50% of respondents report being adequately prepared as the result of training for crises related to suicide, violence, accidents, and alcohol/drugs. Forty-six percent report being adequately prepared for crises involving disaster. For each of the five categories of crisis (suicide, violence, accidents, alcohol/drugs, disaster), respondents with 1-5 years of experience report lower perceptions of preparedness as the result of training than the other groups. Elementary counselors report lower levels of preparedness for suicide and alcohol/drug related crises. High school counselors report lower levels of preparedness for disaster. Eighty-nine percent of respondents wish to have additional training in crisis intervention. The most desired training topics are responding to violence, psychological first aid, crisis simulations, Critical Incident Stress Debriefing, and legal/ethical issues in crisis intervention.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Training intervention'

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