Добірка наукової літератури з теми "Counselling"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Counselling".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Counselling":
1
Bagshawe, A. "Counselling." BMJ 327, no. 7422 (November 1, 2003): 1038–40. http://dx.doi.org/10.1136/bmj.327.7422.1038.
2
Steben, Marc, and Deborah M. Money. "Counselling." Journal of Obstetrics and Gynaecology Canada 29, no. 8 (August 2007): S55—S56. http://dx.doi.org/10.1016/s1701-2163(16)32582-8.
3
Page, Margaret A. "Counselling." Physiotherapy 75, no. 6 (June 1989): 326. http://dx.doi.org/10.1016/s0031-9406(10)62560-6.
4
Hammick, Marilyn. "Counselling and counselling skills a discussion." British Journal of Therapy and Rehabilitation 1, no. 2 (October 2, 1994): 75–81. http://dx.doi.org/10.12968/bjtr.1994.1.2.75.
5
McGuiness, John, Geof Alred, Nonie Cohen, Kathy Hunt, and Maggie Robson. "Globalising counselling: humanistic counselling in Kenya." British Journal of Guidance and Counselling 29, no. 3 (August 1, 2001): 293–300. http://dx.doi.org/10.1080/03069880120073012.
6
McGuiness, John, Geof Alred, Nonie Cohen, Kathy Hunt, and Maggie Robson. "Globalising counselling: Humanistic counselling in Kenya." British Journal of Guidance & Counselling 29, no. 3 (August 2001): 293–300. http://dx.doi.org/10.1080/03069880123130.
7
LATHA. S M, LATHA S. M. "Genetic Counselling and Society." Global Journal For Research Analysis 3, no. 2 (June 15, 2012): 7–8. http://dx.doi.org/10.15373/22778160/february2014/84.
8
Daly, Anne-Marie. "Counselling and counselling psychology: a critical examination." European Journal of Psychotherapy & Counselling 15, no. 4 (December 2013): 415–17. http://dx.doi.org/10.1080/13642537.2013.850211.
9
Scott, Bruce. "Counselling and counselling psychology: a critical examination." European Journal of Psychotherapy & Counselling 17, no. 1 (January 2, 2015): 102–5. http://dx.doi.org/10.1080/13642537.2014.1001164.
10
Zainudin, Zaida Nor, Alia Sarah Asri, Yusni Mohamad Yusop, Nor Aniza Ahmad, Siti Aishah Hassan, and Lee Wei Rong. "Model of Relationship between e-Counselling Skills, e-Counselling Ethics and e-Counselling Limitations with Counselling Self-efficacy." International Journal of Information and Education Technology 12, no. 9 (2022): 921–33. http://dx.doi.org/10.18178/ijiet.2022.12.9.1702.
Анотація:
Despite the increasing number of e-counsellors, there is a lack of studies especially in the Malaysian context that highlight the skills and practices among e-counsellors and how these are linked to their perceptions when providing e-counselling. This study identifies the relationship between e-counselling skills, e-counselling ethics and e-counselling limitations with counselling self-efficacy among e-counsellors in Malaysia. A total of 159 e-counsellors from various institutions in Malaysia participated in this online survey study. The respondents were selected using the simple random sampling method. The Counselling Self-Estimate Inventory was adopted, and three self-constructed scales were employed for data collection purposes. Correlation analysis found that e-counselling skills (r = 0.597, p < 0.001), e-counselling ethics (r = 0.201, p < 0.001) and e-counselling limitations (r = -0.511, p < 0.001) were significantly correlated to counselling self-efficacy. The structural equation model analysis confirmed the model of relationship between e-counselling skills, e-counselling ethics, e-counselling limitations and counselling self-efficacy. From the three dimensions, e-counselling limitations predicted counselling self-efficacy the best (β value = -0.60), followed by e-counselling ethics (β value= 0.56) and e-counselling skills (β value= 0.18). The findings imply that the extent of e-counsellors’ perceptions on the limitations present in e-counselling play an important role to predict the variance in counselling self-efficacy among e-counsellors. Professional counselling bodies, supervisors and counsellor educators are urged to design a more comprehensive educational and training programme for counsellors. Both counsellor candidates and professional counsellors will benefit from this study as it provides insights for more effective implementation of e-counselling.
Дисертації з теми "Counselling":
1
Van, den Bos Arend G. A. "Christian counselling : does it differ from secular counselling." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1996. http://hdl.handle.net/10092/1793.
Анотація:
Psychotherapy has traditionally described religious counselling in a negative manner since it was felt such practices perpetuated rather than dealt with mental health problems. This research set out to examine if differences existed between the practices of Christian and non-Christian therapists and the consequences if they did. A uniquely constructed questionnaire was sent to a number of therapists, but a very low return rate was received from non-Christian therapists possibly reinforcing the underlying anti-religious hostility expressed by this group. From the total of twenty seven returns received, liberal and nominal Christians were combined with the non-Christians making a (renamed) non-committed group of fifteen therapists. Twelve remained in the (renamed) committed Christian group. Data obtained from the questionnaire indicated a number of differences between the two groups. Differences were found in styles of therapy, religious beliefs, and ethical practices. Following the questionnaire, two therapists from each group were interviewed to gain further insight into the results and responses obtained. Both Christian and one non-Christian therapist were supportive of the research, but for different reasons. Christian therapists felt it was needed to educate others whereas the non-Christian therapist used it to educate herself. The remaining non-Christian therapist expressed marked hostility toward the research perhaps reflecting the opinions of the majority of therapists who did not participate in this research. Six clients also returned a questionnaire, enabling some insight from a client's perspective to be gained. This indicated that what therapists stated they would do and what either actually happened or was believed to be happening, did not always match. This study may be greatly flawed, however, due to the small number of therapists being studied and its being conducted in a small geographical area. This research serves to raise more questions for future research rather than give statements of general fact.
2
Smoczynski, Eva. "Indian Cross-Cultural Counselling : Implications of practicing counselling in urban Karnataka with Western counselling methods." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1784.
Анотація:
This study presents how Indian counsellors in urban India work with Western counselling methods with Indian clients. The study is categorised as part of the cross-cultural counselling research field where a major assumption is that counselling methods are part universal, part contextual. This study explores how counsellors in Bangalore culturally adapt Western methods. The method used is qualitative semi-structured interviews with seven counsellors at Parivarthan Counselling, Training and Research Centre in Bangalore. The theoretical framework in this study is based on New Institutional Theory, with constructs such as Glocalisation, Translation, and finally Cultural Preparedness to understand the context of the counselling profession in Bangalore. Results show that the Bangalore counsellors meet clients that are culturally prepared for short-term and advice-oriented counselling. The clients are part of a context where family and spirituality are of great importance. The counsellors use Western counselling methods only but adapt their approach and language with indigenous elements and emphasise the individuality of each client. They use a person-centred and an integrative approach, in which they are informed by several Western counselling methods, but do not use them dogmatically. The individuals’ needs and the relationship between counsellor and client is emphasised. Parivarthan Counselling, Training and Research Centre is part of a complex organisational field with influences from India, the East as well as from the West.
3
Umpleby, Philip. "Doing counselling differently." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686823.
Анотація:
This dissertation offers a critical account of the process I have used to change and reconstruct my counselling practice. Viewed through the lens of modernity heroin addiction resembles a storm of personal and social problems that drives the redemptive qualities of personal growth out of the reach of individuals. Conventional approaches to treatment perceive heroin addicts to be problematic individuals whose behaviour and other social and cultural issues are diminished in importance by their overwhelming need to satisfy their dependency. Within such notions treatment interventions, including counselling, are predominantly conceived in terms of a biomedical model that focuses upon discipline and control. The dissertation recognises that such approaches leave little space for individual acts of meaning. The dissertation critically and creatively explores the issue of drug addiction from the perspective of my work as a counsellor. I will discuss my feelings, emotions and thoughts to reflect how I might use lived experience to change how I counsel individuals addicted to heroin. Living and working in Stockton I have developed a strong awareness and understanding of its history and social spaces. It is an area in gradual decline characterised by social inequality and deprivation. The dissertation examines the consequences for my practice of counselling in such a context of social disadvantage. The meanings embedded in the everyday life of heroin addicts provide an opportunity for me to appreciate the kind of life being lived but also allow me to develop a different way of counselling that seeks to redress the damage done by social inequalities and addiction to heroin. I will argue that the traditional values of client-centred counselling autonomy-fidelity, justice, non-malfeasance and beneficence-need be rejected and replaced by an approach that encourages emancipatory social change. The dissertation draws upon a Goethean approach to science that encourages the use of imagination to gain an understanding of experience and provides the basis for a different way of knowing. Such a way of knowing is expressed through the use of photographic images interwoven with written text; together these narratives seek to throw open the conventional organization of counselling in order to contest the unequal social distribution of resources.
4
Moir-Bussy, Ann, and n/a. "Spirituality and counselling." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061018.142411.
Анотація:
There has been little Australian research on the religious and spiritual values
of counsellors � one study only, published by Cross and Khan in 1983. However, this
issue is an important one, as counsellors' values may influence their clients and the
need of clients may require the attention of the counsellor to religious and spiritual
issues. This study consisted of two surveys in which the religious and spiritual beliefs
and values of Australian counsellors were examined.
The first study addressed some root questions concerning the relevance of
religion and spirituality to psychologists and therapists in the counselling situation. The
queries concerned (a) the recognition and acceptance by counselling practitioners of the
religious/spiritual dimension of a person, (b) whether religious issues, values and
beliefs were seen as an integral part of psychotherapy and (c) the degree to which these
practitioners saw themselves as religious or spiritual.
To answer some of these root questions, the initial objective of the field
study was to survey psychologists and therapists in Canberra using the Batson and
Ventis (1982) Religious Life Inventory, because this was a framework for identifying
the ways in which a person was religious. Added to this were some demographic
questions and questions regarding the relevance of religion to work. A poor response
rate led to the surveys being sent also to Sydney and Melbourne.
Results from this first survey were limited. The term "religion" was found
to be far more complex than at first realised, and hence objectives were modified for a
second survey.
The second survey focussed on perceptions of spirituality of Canberra
counsellors. The survey questions were based on the studies by Shafranske and Gorsuch
(1984) and Shafranske and Malony (1990). Added to these questions were demographic
questions and open questions dealing with personal insights, experiences with symbols,
rituals and myths. Ideas for questions were also taken from studies on religion in
Australia, including Bouma and Dixon (1986) and the Australian Values Study Survey
(1983).
The data was analysed first by tabling frequencies, then by cross-tabulating
selected variables and computing the chi-square statistic for each cross-tabulation to
determine whether the relationship was significant at the 0.05 level.
Results suggested that the majority of Canberra practitioners not only
perceived spirituality as important to their personal life and clinical work, but also
regarded themselves as spiritual people and believed in a transcendent Being and Life
Force. Most saw their spirituality as entirely personal and had little connection with
organised or traditional religions. Within the counselling relationship approximately
half of the counsellors were willing to discuss religious issues, and nearly 90% to
discuss their clients' spirituality. Female counsellors were much more likely than male
to discuss a client's religious beliefs with them; other differences between the sexes
were less marked.
The high response rate in this study together with the significant findings
indicate the value of further research in this area on a broader scale.
5
Upton, Dave. "Developing Employee Counselling." Thesis, Cranfield University, 1997. http://hdl.handle.net/1826/3628.
Анотація:
The research focused on the counselling service provided by a major national N-1
organisation. The main aim was identification of managerial mechanisms that might
be instituted to facilitate the development of workplace counsellors.It comprised of
three main studies which utilised both quantitative and qualitative methods.
Over a period of eight months,corresponding quantitative data were collected after
each new counselling session from six hundred and ninety-four clients and forty-six
counsellors.In addition, qualitative data in the form of case notes were obtained from
the counsellors, forty-three of whom also completed Levenson's (1981) Locus of
Control questionnaire.
In the first study,quantitative questionnaire data from both clients and counsellors
were analysed in order to investigate discrepancies between the two groups that might
identify a means of focus for managing the service. Statistical exploration of sociodemographic features that might be implicated as potentially confounding variables in
the assessment of counselling effectiveness and client satisfaction was also
undertaken, and the proposition that non-respondents perceive less benefit from the
service was indirectly explored. A dditionally,the relationship between some of the
Rogerian core qualities and client perceptions of benefit was investigated.
In the second study,qualitative data from counsellor notes were examined in order to
establish the type of notes produced and to consider ways in which counsellors might
be encouraged to focus on counselling process rather than content. As a result an
instrument was developed which provides a tool to facilitate counsellor development
within a professional supervisory re lationship, inside or outside of the organisational
context.
The third study was designed to investigate counsellors' own locus of control and
their perceptions of their clients' primary loci. Objectives of the study included
comparison of the two measures and exploration of relationships between locus of
control and other issues of interest to the research such as client perception of benefit
from counselling, perceived use of Rogerian core variables and results on the process
measure.
The findings of the studies and their implications for counsellor development are fully
discussed and suggestions for future research are provided.
6
Geldard, Kathryn Mary. "Adolescent Peer Counselling." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16155/1/Kathryn_Geldard_Thesis.pdf.
Анотація:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers.
The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents.
The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school.
Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students.
The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations.
The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference.
The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation.
A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
7
Geldard, Kathryn Mary. "Adolescent Peer Counselling." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16155/.
Анотація:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
8
Pearce, Melanie D. "Medical work or counselling work? : a qualitative study of genetic counselling." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/11705/.
Анотація:
This thesis presents a qualitative study of genetic counselling. Using a combination of semi-structured interviews and conversation analysis, it focuses on the role, function and structure of genetic counselling and on its status as medical or counselling work. Semi-structured interviews are used to ascertain genetic counsellors' accounts or perceptions of the nature of their role, their views on client expectations, and genetic counselling clients' perceptions and expectations of the same. Conversation analytic study of recorded genetic counselling consultations is used to identify whether or not they possess an overall shape and whether they appear conversationally as a counselling or a medical interaction. Rose's (1998, 1999) sociological work on the growth of the therapeutic community and the techne of 'psy' provides a framework for a discussion on the strength of the genetic counselling profession's association with a Rogerian counselling philosophy and on the potential difficulties this may bring. The questions are raised; does genetic counselling have many similarities to "personal, emotional or psychological" 'counselling' at all? And is this alliance with the counselling community either fair or possible for the professionals involved? The results were as follows. First, that the genetic counselling consultations in this corpus do not present with one unique overall shape that can encompass all interactions. Second, that the accounts of the genetic counsellors and clients in this sample, and the conversation analytic study of the recorded consultations, suggest that genetic counselling is primarily a medical-based activity and that this is what clients want. Third, that genetic counselling has a number of dissimilarities to psychotherapeutic counselling that suggest it is not so much 'counselling' as using counselling skills, and finally, that the tensions incurred in fulfilling medical-type tasks within what is ostensibly a 'counselling' role are neither fair nor practical for the professionals involved.
9
Raabe, Peter Bruno. "Philosophy of philosophical counselling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/NQ38962.pdf.
10
Jones, Philippa. "Counselling psychology and cancer." Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507273.
Книги з теми "Counselling":
1
1955-, Palmer Stephen, Dainow Sheila 1937-, Milner Pat 1936-, and British Association for Counselling, eds. Counselling: The BAC counselling reader. [London?]: British Association for Counselling, 1996.
2
Amis, Kirsten. Challenges in counselling: Student counselling. London: Hodder Education, 2013.
3
Morrison, Neil. Christian counselling manual: Concepts in Christian counselling. Glasgow: Institute of Counselling, 1987.
4
Shebib, Bob. Counselling skills. Victoria, B.C: Province of British Columbia, Ministry of Education, Skills and Training, 1997.
5
Board, Robert De. Counselling skills. Aldershot: Gower, 1994.
6
Jones, Gill, and Anne Stokes. Online Counselling. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-23085-9.
7
Strong, Tom. Medicalizing Counselling. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56699-3.
8
Rosenfield, Maxine. Telephone Counselling. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-32901-1.
9
Habeshaw, Sue. Co-counselling. Bristol: Bristol Polytechnic, 1987.
10
Board, Robert De. Counselling skills. Aldershot, Hampshire, England: Wildwood House, 1987.
Частини книг з теми "Counselling":
1
Segal, Julia. "Counselling." In Multiple Sclerosis, 88–102. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3107-8_7.
2
Dawson, R. L. "Counselling." In Teacher Information Pack 5: Techniques and Information, 22–31. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09005-1_3.
3
Kagan, Carolyn, and Josie Evans. "Counselling." In Professional Interpersonal Skills for Nurses, 129–48. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4463-4_9.
4
McLeod, John. "Counselling." In The Experience of Managing, 66–70. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27328-7_7.
5
Coulshed, Veronica, and Joan Orme. "Counselling." In Social Work Practice, 105–32. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-19255-4_6.
6
Brown, Helen Cosis. "Counselling." In Social Work, 138–48. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_11.
7
Brown, Helen Cosis. "Counselling." In Critical Practice in Social Work, 105–14. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36586-5_9.
8
Coulshed, Veronica, and Joan Orme. "Counselling." In Social Work Practice, 107–27. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36779-1_6.
9
Dexter, Graham, and Michael Wash. "Counselling skills." In Psychiatric Nursing Skills, 16–53. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_2.
10
Colledge, Ray. "Existential counselling." In Mastering Counselling Theory, 141–58. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-62957-8_11.
Тези доповідей конференцій з теми "Counselling":
1
Nuraini, Paramita, Nofi Nur Yuhenita, and Endah Ratna Arumi. "The Influence of E-Counselling Application on the Students’ Counselling Interest." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.082.
2
Zhang, Yan, Yeping Li, Meiling Liu, Jiayi Xu, and Rong Li. "Application of Psychological Counselling." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.018.
3
Palaniappan, Sellappan, and Tan Jun-E. "Web-Based Counselling System." In 2006 International Conference on Advanced Computing and Communications. IEEE, 2006. http://dx.doi.org/10.1109/adcom.2006.4289854.
4
Margaritoiu, Alina, and Simona Eftimie. "PERCEPTIONS TOWARDS ONLINE COUNSELLING AMONG EDUCATIONAL ACTORS FROM SPECIAL SCHOOL." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-025.
Анотація:
Problem Statement: Although in recent years our country was implemented a number of projects for the widening of e-counselling, special education, considering this issue, is a neglected area. In this context, we considered as necessarily a study concerning online counselling where educational actors from special school were our investigated subjects. Purpose of Study:This paper contains a preliminary study to explore perceptions educational actors (head teachers, therapists, and teachers) from a special school (Prahova County) towards online counselling. The objectives of our study are: to identify their attitudes and needs toward counselling, to mention their preference for specific types of counselling (face to face or online), to specify the advantages and disadvantages for online counselling, thus providing a theoretical and practical framework for counsellors and authorities in this field. Research Methods: We have utilised focus group and individualized interview on a sample of 36 educational actors (6 specialists and 30 teachers from primary and secondary school). Findings:The results of this study indicated that 56% of educational actors do not recognize their counselling needs; from them, 44% manifested their will to be counselled and most of them prefer face to face counselling in spite of online counselling and more, they want to participate to counselling sessions outside school. For most of our subjects (73%) online counselling has more disadvantages and less advantage. None of investigated subjects have a certificate that proves online counselling competences, and more, do not manifested their interest for trainings or workshops on this field. Conclusion:The results of this study showed that online counselling is a neglected area in special educational and the lack of publicity among educational actors has maintained the lack of information and unfavorable mentalities towards advantages of this service. So, through this study and our recommendations, we intend to draw attention to the policy makers and education responsible in order to increase the efficiency of online counselling provided to beneficiaries.
5
Hloušek, Jan, Martin Smutek, and Zuzana Hloušková. "SOCIAL COUNSELLING CHATBOT - PILOT TESTING." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/31.
Анотація:
Counselling chatbot - The innovative way of communication with the client within the field of social work. The current development of modern technological possibilities of machine learning software enabled the Institute of Social Work of the Philosophical Faculty of the University Hradec Králové in cooperation with the Občanské poradenské středisko, o.p.s. (Civic Counselling Center) in Hradec Králové, Czech Republic to develop content for a new platform of communication with the client in the field of social counselling. Such an innovative tool in the field of social work is intended to be the initial contact of clients with professional social counselling organization in the web interface of the Internet. There is the first experience and initial conclusions from the pilot testing presented now. Innovative counselling chatbot is not in active service yet, so the pilot testing was managed in a „controlled environment“ of university students in the field of Social Work in May and June 2021. The topic of work/employment (which was chosen as the first of many topics that social counselling typically deals with), investigate the initial reactions of respondents to communication with a chatbot, the preferred style of communication etc.
6
Amat, Salleh. "Guidance and Counselling in Schools." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.3.
7
Mureanu, Alina, and Bogdan Logofatu. "COUNSELLING STUDENTS THROUGH ELECTRONIC PLATFORMS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-167.
Анотація:
The purpose of this paper is to highlight the need to implement and develop an online counseling service in the Department ID CREDIS, University of Bucharest. Electronic platforms is a set of communication services and e-Learning circuits that improve the quality of information and can facilitate communication in education. Implementation and development of online counseling services in the Department ID CREDIS has emerged as a need to improve teaching and provide quality services to students enrolled in the education system. In cyberspace, we have the feeling that nobody sees us, or that no one cares for us, but the reality is that, much like in real classroom, we are allowed to grow and to mature in terms emotional and cognitive. Nowadays students are very busy people (some of them have one or more jobs) and they need not only knowledge of the theoretical / practical issues but also they need a new mentality / attitude. For this reason, the Department ID CREDIS try to promote students' personal development to include 21st century skills such as communication, collaboration, team working, better use of time and, why not, become a good citizen. Easy access to information / information and effective communication through electronic platforms can increase the students' involvement in the educational process and may lead to professional and personal development of students. Online counseling is a new way to meet the needs of students, whose resources do not allow the movement to college, contributing to a real-time communication, answering questions and issues that these people may face during student life. The authors recommend that any institution that aims to develop distance education to consider advising one of the keys to good results, especially for setting high professional standards.
8
Richiteanunastase, Elenaramona, Alexandru robert Mihaila, Camelia Staiculescu, and Monica elisabeta Paduraru. "GAMEFICATION IN CAREER E-COUNSELLING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-023.
Анотація:
In a world of the online, any company or organization attempts to remain on the market by any means possible. For this reason, in the virtual environment, marketing is reinventing itself. One of the marketing strategies used in the virtual environment is that of game elements introduction or even little games to attract new customers or to fidelize the current. Although at a first glimpse, gamefication is not an absolutely necessary strategy, gamefication could and should represent a new trend in counselling or education. Gamefication is an approach that uses game theory to increase user involvement in the proposed activity. Assuming that the game produces a state of relaxation and recreation, the proposed activity, regardless of the degree of difficulty is dealt and accepted by the user. This paper starts from the idea of using gamefication in online career counselling, just because induces the user a state of relaxation, state that usually does not accompanies career decision. We can add here the user/online client fear of being judged by a person- career counsellor, and being treated like a man who has a problem. Therefore, we propose in this paper an online game / application for career exploration and career advice. Firstly, we shall analyze advantages and disadvantages of this trend for online career counselling, then we shall try to describe the theoretical background of this game (Holland's theory, personal career map) and also the choices made for design step by step, and in the end we shall try to emphasize once more its usefulness. We believe that such a proposal can only revolutionize this field by making it more "user friendly".
9
Andrei, Angela, and Andreea diana Scoda. "HOW THE POTENTIAL OF ICT IS INTEGRATED IN COUNSELLING AND GUIDANCE THROUGHOUT ROMANIA." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-130.
Анотація:
The present article analysis the results obtained from a national survey, conducted by the Institute of Educational Sciences in October 2015. The purpose of this survey was to provide an overview of the activity of the County Psycho-pedagogical Assistance Centres (CPPAC) in pre-university education and the Career Counselling and Guidance Centres (CCGC) in higher education. The design of the paper looks into data collected from counsellors and coordinators from different counselling centres regarding the following issues: the training needs of counsellors from pre-university education and from higher education in Romania; number of beneficiaries of counselling centres who benefited from ICT-based counselling and guidance; examples of educational projects on ICT-based counselling and guidance accomplished in the counselling centres at pre-university and university level and difficulties faced by counsellors in their daily professional activities. The discussion approaches important questions related to the following aspects: how ICT is used by the counselling services, if ICT training is sufficient for practitioners today, types of ICT based projects of guidance and counselling, either in schools or in universities. The paper foresees also a theoretical analysis on the basis that ICT is an essential tool for counsellors in any field of professional practice. The documentary analysis concerns the opportunity of using ICT resources, type of training provided for the counsellors working in the County Centres for Resources and Educational Assistance and in the Career Counselling and Guidance Centres and last but not least, the educational projects as support for their institutional development. The questionnaire survey is the main sociological method used on a sample of counsellors and coordinators of counselling centres at pre-university and university level, with the aim to extract relevant conclusions for readers (opportunities, threats, strengths and weaknesses) that resulted from the investigation.
10
Richiteanunastase, Elenaramona, Camelia Staiculescu, and Corina Cace. "E-LEARNING ABOUT SELF-CAREER. AN ANALYSIS OF ROMANIAN E-COUNSELLING SERVICES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-045.
Анотація:
The challenges of living in a world of constant change and insecure environments, the stress of looking for a job and finding one that fits and motivates you is a stressful search for a student or a graduate. Offering a helping hand to students and graduates through counselling services appears to be the best idea so far. According to the 5th key message of the Memorandum of Lifelong Learning (Brussels, 2002) – Rethinking guidance and counselling, a new approach is needed to make counselling a better, more accessible service. This message together with the need to offer help to students and graduates suggests that counselling services should use more accessible channels to youth, like Internet. The online career counselling services offer a more attractive and facile manner of finding information about the world of careers and employment opportunities, a better way of knowing yourself and putting yourself in a good light, a easy manner of receiving a piece of advice – in fact a more pragmatic manner of learning about self and self-career using the internet. Learning mediated by internet, internet learning or e-learning how it is called today offer many possibilities for career counselling of students and graduate. In this paper we shall analyse the theoretical and practical challenges concerning this topic and we also present a research conducted to see the development of the Romanian e-counselling services offered to students and graduate in terms of mission, methods of counselling, proposed activities and available resources and so on. In the end we shall try to suggest a few ways of development of these services.
Звіти організацій з теми "Counselling":
1
Steinmann, Peter. Does home-based HIV Voluntary Counselling and Testing (VCT) improve the uptake of HIV testing? SUPPORT, 2016. http://dx.doi.org/10.30846/161010.
Анотація:
Knowledge about people’s HIV status is important for developing effective HIV prevention, treatment and care strategies. HIV testing is typically performed using Voluntary Counselling and Testing (VCT) at dedicated VCT centres or healthcare facilities. However, many people lack access to VCT sites or prefer not to use them. One strategy to boost the uptake of HIV testing is to use trained counsellors or lay health workers to provide VCT in patients’ homes.
2
Bobonis, Gustavo, Aneta Bonikowska, Philip Oreopoulos, W. Craig Riddell, and Steven Ryan. A Helping Hand Goes a Long Way: Long-Term Effects of Counselling and Support to Workfare Program Participants. Cambridge, MA: National Bureau of Economic Research, August 2022. http://dx.doi.org/10.3386/w30405.
3
Chust-Hernández, Pablo, Emelina López-González, and Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.
Анотація:
Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English, Spanish and Portuguese; 5) Articles published in the last 10 years (since January 1, 2011). Registers will be excluded if: 1) they do not meet the inclusion criteria; 2) they do not clearly define the assessment instrument or the type of stress they assess; 3) studies that do not clearly specify the implementation of a prospective intervention (e.g. studies that analyse the relationship between academic stress and having ever sought counselling from a university counselling or mental health service); 4) grey literature.
4
Moxham-Hall, Vivienne, Anton du Toit, and Deshanie Rawlings. Clinical interventions for e-cigarette cessation in young people: an Evidence Snapshot brokered by the Sax Institute for the NSW Ministry of Health. The Sax Institute, December 2022. http://dx.doi.org/10.57022/fyfv7482.
Анотація:
Key messages • We found that there are limited studies analysing the effectiveness of e-cigarette cessation interventions in a clinical setting and of those that do exist the sample sizes are small, and the studies are underpowered to make any confident assessment of their effectiveness. • Clinical interventions appropriate for young people included nonpharmacologic interventions such as contingency management and behavioural counselling while NRT may be an effective pharmacologic intervention. • There was limited evidence to demonstrate the effectiveness of behavioural counselling as a stand-alone cessation strategy, but it may be effective in conjunction with other approaches. • Emerging evidence suggests that digital cessation interventions (i.e. text message or app-based delivery) may be the preferred mode of delivery for young people, however, their effectiveness in maintaining abstinence is yet to be confirmed. • Evidence suggests there is a need to quantify and create a consistent measure of nicotine intake to appropriately inform clinical treatment decisions. • Studies are generally very low quality, and it is not possible nor is it appropriate to make any definitive conclusions.
5
Shey Wiysonge, Charles. Does additional social support during at-risk pregnancy improve perinatal outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608104.
Анотація:
Additional social support has been advocated for socially disadvantaged pregnant women because they are at greater risk of experiencing adverse birth outcomes. Support may include advice and counselling (e.g. about nutrition, rest, stress management, or the use of alcohol), tangible assistance (e.g. transportation to clinic appointments, or household help), and emotional support (e.g. reassurance, or sympathetic listening). The additional social support may be delivered by multidisciplinary teams of healthcare workers or lay health workers during home visits, clinic appointments or by telephone.
6
Ciapponi, Agustín. What is the effectiveness of interventions targeted at women to improve the uptake of cervical cancer screening? SUPPORT, 2016. http://dx.doi.org/10.30846/1611112.
Анотація:
World-wide, cervical cancer is the second most common cancer in women and more than 85% of women dying from cervical cancer live in the developing world. Increasing the uptake of screening, alongside increasing informed choice, is key to controlling this disease through prevention and early detection. Methods of encouraging women to undergo cervical screening include invitations to screening; reminders to attend screening; education to increase knowledge of screening programmes or of cervical cancer; message framing (positive or negative messages about screening); counselling regarding barriers to screening; risk factor assessment of individuals; procedures, such as making the screening process easier; and economic interventions, such as incentives to attend screening.
7
Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.
Анотація:
The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
8
Glista, Danielle, Robin O’Hagan, Danielle DiFabio, Sheila Moodie, Karen Muñoz, Keiran Joseph, Christine Brown, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, August 2021. http://dx.doi.org/10.5206/0820211097.
Анотація:
This document was informed by literature reviews conducted in accordance with the Joanna Briggs Institute’s guide to evidence synthesis (Aromataris & Munn, 2017; https://joannabriggs.org) and includes evidence related to client candidacy, delivery models, modalities of delivery, and outcomes of virtual hearing aid fitting and management. This document provides clinical practice guidance for virtual hearing aid fitting and management processes and technological requirements in the delivery of such services (herein referred to as virtual hearing aid care). Virtual hearing aid care can include services delivered directly to a client by a provider or using facilitator-supported services and specialized equipment, depending on client factors, type of care, and the timepoint in the care process (e.g., initial versus follow-up appointments). This document will address virtual care including the following types of hearing aid care: o Programming o Verification o Validation o Management (counselling and education) Currently, virtual hearing aid care is better suited to follow-up appointments
9
McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
Анотація:
Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
10
Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
Анотація:
Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.