Дисертації з теми "Mentor Support"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Mentor Support".
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.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Holcomb, Cenira. "Mentor and mentee perceptions of the importance and effectiveness of mentor support." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001859.
Повний текст джерелаMarriott, Andrew. "A software based mentor system." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/721.
Повний текст джерелаMarriott, Andrew. "A software based mentor system." Curtin University of Technology, Faculty of Engineering, Science and Computing, Dept. of Computing, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21518.
Повний текст джерелаStukey, Jennifer Kristin. "Predictive Factors of Organizational Support Communication in Volunteer Mentor Retention." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1868.
Повний текст джерелаJano, Rubina. ""Mentors' perception of the effectiveness of the Big Brother Big Sister mentor training programme"." Thesis, University of the Western Cape, 2008. http://hdl.handle.net/11394/2791.
Повний текст джерелаMentoring has gained a great deal of popularity across various professional fields and disciplines over the past few years. More recently, planned mentoring has become an important form of intervention with young people (Philip, 2003). Although mentoring can be an effective strategy for dealing with youth, the mentoring is only as good as the relationship that develops out of the process between mentors and mentees and the match that is made between the two parties. The number of mentor programmes that is running continues to grow yet the quality of these programmes remains unknown as this area lacks agreed upon sets of standards and / bench marks that could be used to determine the effectiveness of these programmes (Sipe, 1988 -1995). The primary aim of this study is to evaluate the mentors' perceptions of the effectiveness of a mentor training programme run by Big Brother Big Sister South Africa.
South Africa
Askew, Karyl Jacqueline Shand Meece Judith L. "The influence of mentor training and support on academic mentor self-efficacy and relationship quality from the perspectives of adult volunteer mentors and middle school youth /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,445.
Повний текст джерелаTitle from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in Education in the Department of Education (Educational Psychology, Measurement, & Evaluation)." Discipline: Education; Department/School: Education.
Angeliadis, Maria. "The effects of mentoring on the elementary special education mentor." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002202.
Повний текст джерелаDuke, Allison Burgess. "The moderating role of political skill on mentor-protégé psychological distance and mentoring support /." Full text available from ProQuest UM Digital Dissertations database, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609001641&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1244662241&clientId=22256.
Повний текст джерелаWright, Telena. "A survey of mentor/mentee activities in beginning teacher induction programs in Region XI." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2486/.
Повний текст джерелаTHOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.
Повний текст джерелаWygal, Matthew Taylor. "Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74050.
Повний текст джерелаEd. D.
Kepler, Leslie G. "Volunteer Mentor Training and Support| Three Perspectives Regarding the Knowledge and Abilities Needed for Effective Mentoring." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574631.
Повний текст джерелаA key factor in mentoring effectiveness and satisfaction is ensuring that mentor preparation training and ongoing support address needed mentor knowledge and abilities (MKAs). Knowing how to mentor is different from knowing what mentoring involves or knowing mentoring policies and procedures. Ideally, mentor training incorporates both the "how" and the "what" of mentoring. Besides program administrators' ideas about needed MKAs, mentors and mentees are key stakeholders in mentor training effectiveness, yet their perspectives are not prevalent in the literature. This qualitative study examined three perspectives about MKAs related to mentor preparation training and ongoing support for a women's resource center (WRC) in a large metropolitan area in the Southwest. The WRC experienced a gap between mentor training effectiveness and mentor satisfaction with mentoring outcomes due to insufficient mentor development in MKAs most applicable to program goals. The three perspectives informing this study were mentors, mentees and mentoring program staff members. This study explored MKAs identified be each stakeholder group as necessary to mentoring effectiveness. MKAs categories identified by the stakeholders were: Mentor Self-Awareness, Mentor Self-Management, Realistic Expectations, Understand Mentees, Mentorship Management, Interpersonal Communication, Goals, WRC and Mentoring Program. Three implications for preparing mentors were identified. First, mentors need to possess realistic expectations regarding the WRC mentoring program. Second, training offered to mentors needs to distinguish between topics relevant to all mentors compared to topics relevant to some mentors depending on their previous mentoring or professional background and experience. Third, training and support should distinguish between information needed versus skills needed for effective mentoring. Ongoing mentor training and support implications include providing regularly scheduled mentorship assessments and updates to the WRC, establishing opportunities for mentors to connect with each other and the WRC, and receiving guidance for recognizing when it is time to close a mentorship and how to close it. Ongoing training and support implications indicate the need for online access to the information and resources provided during mentoring preparation; updates from the Mentoring Program Coordinator (MPC) about WRC programs, resources, and services; plus additional training and resources on mentoring effectiveness relevant while a mentorship is in progress.
Hedström, Vilhelm, and Bäck Henrik Mattisson. "Stöd till handledare – finns det ett behov? : En kvalitativ studie om stödbehov till handledare." Thesis, Linnéuniversitetet, Sjöfartshögskolan (SJÖ), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34153.
Повний текст джерелаExcept to fulfil the current rules and guidelines, persons that are active in the role as preceptors for students in their on board training shall experience a support from their employer and their colleges. The purpose of this study was to examine if the preceptors experience that they´re getting that support and also to examine what HEIs, internship administration and students themselves can do to support the preceptors. The study was implemented with a qualitative approach through semi-structured interviews. The interviews were carried out face to face with five respondents between February 24th and March 11th 2014. The results showed that there´re room for improvement in form of various kind of support for the preceptors. The majority of the respondents’ experience that they need better support in terms of education, seminars, extra time set aside for tutoring, information about the forthcoming students, their syllabuses and expected learning outcomes as well as receiving feedback from the students on completion of the internship.
Norheim, Stein. "Computer Support Simplifying Uncertainty Estimation using Patient Samples." Thesis, Linköpings universitet, Medicinsk informatik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68278.
Повний текст джерелаMiley, Tiffanie Joy. "Balancing Support and Challenge within the Mentoring Relationship." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3583.
Повний текст джерелаSimpson, Tonja Denise. "The Impact of a New Teacher Support System on Teacher Efficacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2237.
Повний текст джерелаShaikh, Majidullah. "Youth Leadership in a Physical Activity-Based Positive Youth Development Program for At-Risk Youth." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36591.
Повний текст джерелаPoteat, Laura. "For Better or Worse: An Examination of the Antecedents and Outcomes of Mentor Commitment in Mentoring Relationships." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4205.
Повний текст джерелаEdwards, Samantha Jade. "The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2314.
Повний текст джерелаVasilevskienė, Jolanta. "Pradinio ugdymo mokytojų (jaunųjų specialistų) pirmųjų darbo metų problemos ir paramos poreikiai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060627_114758-91449.
Повний текст джерелаSjöstrand, Malin, and Josefin Linzie. "Operationssjuksköterskans upplevelse av att handleda studenter." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93465.
Повний текст джерелаBackground: Operating nurses have great responsibility for safe care and play a significant role in the operating room to maintain patient safety. Their profession also includes supervising prospective operating nurses. The role as a supervisor requires competence and experience. Aim: The purpose of the study was to investigate operating nurses´ experience of supervising students. Method: The study has a qualitative method. Data collection was conducted through semi-structured interviews with eight operating nurses who have experience of mentoring students. The data material was analyzed using qualitative latent content analysis. Result: The participants highlighted three key areas on which the result was built. The first area was where a lack of time was seen to reduce their chances of being the best kind of supervisor in their own opinion. The second area was the supervisor role itself and how they perceived it. The third area concerned guiding and how they received and what support they wanted while mentoring/supervising students. Conclusion: Through increased understanding of how the operating nurses perceive the mentor role, support can be provided for better quality supervision for students and this can in turn contribute to patient safety.
Beroud, Jean-Yves. "Rôle des représentations sociales et du lieu dans les pratiques d’accompagnement des professionnels du coaching et relations avec la posture d’évaluation." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3057/document.
Повний текст джерелаProfessional coaching is a set of practices that in principle do not really reveal the attitude of the practitioner. The intervention he implements is about business evaluation and that is why he is called mentor-assessor. Therefore, such a scheme depends either on the idea of controlling businesses as a counselor or guiding them as a professional guide. The work of problematization here is to question the relationship maintained by the mentor-assessor with his place of practice. It is part of a theoretical framework putting together evaluation concepts, support and place. In this sense, the use of quantitative and qualitative methods of social representations allows to question the representation of the mentor-assessor on his work and his place of practice as well as the relationship he has with the workplace. From a sample of fifty coaches, the results show a majority of practitioners in the position of guidance and personal development. The report also points out that the mentor-assessor has with the workplace, meaningful preferential assessment criteria of the practitioner. The results are modeled from a kaleidoscope attitude situation which are: the solution-oriented guide, the birth coach facilitator, the practitioner in personal development and the clinician coach
Luksetich, Aurora. "THE RELATIONSHIP BETWEEN REPRESENTATION AND STRESS FOR WOMEN OF COLOR IN THE WORKPLACE." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/791.
Повний текст джерелаJuozapavičienė, Dalia. "SOCIALINIO PEDAGOGO IR KLASĖS AUKLĖTOJO BENDRADARBIAVIMO YPATUMAI, VYKDANT SAVIŽUDYBIŲ PREVENCIJĄ MOKYKLOJE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092659-45803.
Повний текст джерелаDarbe atlikta teorinė bendradarbiavimo kultūros ugdymo įstaigoje tarp socialinių pedagogų ir klasės auklėtojų analizė. Iškelta hipotezė, jog efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų bendradarbiavimas. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinių pedagogų ir klasės auklėtojų bendradarbiavimo ypatumus. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 263 pedagogai. Empirinėje dalyje nagrinėjama socialinio pedagogo ir klasės auklėtojo bendradarbiavimo situacija ir galimybės užtikrinant savižudybės prevencijos programos paslaugas vaikui ir jo aplinkai. Svarbiausios empirinio tyrimo išvados: 1. Bendri socialinių pedagogų ir klasės auklėtojų tikslai, padedant pagalbos reikalaujančiam mokiniui, formuoja teigiamą požiūrį į ugdymo institucijos aplinką bei tuo pačiu inicijuoja tarpusavio bendradarbiavimą. 2. Socialiniai pedagogai bei klasės auklėtojai nepakankamai aktyviai bendradarbiauja dirbdami savo darbą bei mokosi iš savo patirties: sieja teorines ir praktines žinias, apmąsto vartojamus darbo metodus bei galimus alternatyvius problemų sprendimo variantus, domisi grįžtamąja informacija, iškilusius klausimus aptaria konsultuodamiesi ir bendradarbiaudami su kolegomis. 3. Atlikus tyrimą paaiškėjo, jog hipotezė efektyviai pedagoginei pagalbai (savižudybių prevencijai) įgyvendinti trukdo nepakankamas socialinių pedagogų ir klasės auklėtojų... [toliau žr. visą tekstą]
The theoretical work of cooperation in the cultural education institution between social class and teacher educators analysis. The hypothesis that an effective pedagogical assistance (Suicide Prevention) prevents the lack of social class and teacher educators co-operation. Method of questionnaire survey was carried out with a goal - to reveal the social class and teacher educators co-features. A statistic analysis of data. The study involved 263 teachers. The empirical part examines social class and teacher educator co-operation situation and the possibility of providing suicide prevention program services to children and the environment. The main empirical findings: 1. Shared social class and teacher educators support the objectives of which provides assistance to pupils, forming a positive attitude towards the environment and the educational institution at the same time initiate mutual cooperation. 2. Social class and teacher educators to actively cooperate with insufficient course of their work and learn from their experiences: links theoretical and practical knowledge, used to reflect on work practices and possible alternative options for solving problems, is interested in feedback, discuss issues raised during the consultation and collaboration with colleagues. 3. The study showed that the hypothesis of effective pedagogical aids (suicide prevention) prevents the lack of social class and teacher educators co-operation because of social class and teacher educators is an... [to full text]
Coetzee, E. "Student mentors: supporting learning and living at tut." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001660.
Повний текст джерелаMorrison, Ian. "Mental health promotion through supported further education : an evaluation of student support for people with mental needs, utilising Antonovsky's salutogenic sense of coherence model." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408474.
Повний текст джерелаGalloway, A. M. J. "One-to-one peer support in mental health." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1524126/.
Повний текст джерелаHägglund, Ida. "Erfarenheterna av Supported Employment hos personer med psykisk ohälsa : En litteraturöversikt." Thesis, Luleå tekniska universitet, Hälsa och rehabilitering, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-71978.
Повний текст джерелаShi, Yuxi. "Cost-effectiveness of the individual placement and support model of supported employment for people with severe mental illness: results from a Canadian randomized trial." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106489.
Повний текст джерелаIntroductionPlusieurs études ont démontré que le modèle de soutien à l'emploi « Individual Placement and Support » (IPS - Placement et soutien individuels) constitue une méthode efficace pour aider un grand nombre de personnes qui ont des troubles graves de santé mentale à obtenir et conserver un emploi régulier. Ces études incluent une étude expérimentale menée à Montréal, Canada. Très peu d'études, toutefois, ont évalué la coût-efficacité de IPS en comparaison avec des services traditionnels. Objectif Évaluer la coût-efficacité du modèle IPS en comparaison avec des services d'insertion socio-professionnelle habituels, en utilisant des données de l'étude montréalaise. Méthodes Au total, 149 adultes sans emploi et ayant des troubles mentaux graves furent répartis de façon aléatoire entre un programme IPS et des services habituels, et suivis pendant 12 mois. Les coûts furent estimés à partir des perspectives du système de santé et de services sociaux, du gouvernement et de la société. L'efficacité a été évaluée au moyen de deux variables: les heures en emploi régulier et les revenus de ces emplois. Une analyse coût-efficacité fut menée, en utilisant le cadre bénéfice net (net benefit framework). Une analyse de sensibilité fut effectuée pour tenir compte de la différence entre les deux groupes entre leurs jours d'hospitalisation au cours de l'année précédant leur entrée dans l'étude. Résultats IPS domine les services habituels avec de bien meilleurs résultats au niveau de l'emploi compétifi et des coûts moyens moindres, qu'importe la perspective économique. IPS semble plus coût-efficace que les services habituels même si le décideur n'est prêt qu'à payer un faible montant pour une amélioration dans les résultats au niveau de l'emploi. Si on ne retient que les clients qui n'avaient aucun jour d'hospitalisation pendant l'année précédant l'entrée dans l'étude, les sujets du groupe IPS coûtent nettement plus cher en moyenne que ceux des services habituels, mais toujours avec des résultats meilleurs au niveau de l'emploi compétitif. Du point de vue du systèeme de santé et services sociaux, les ratios coût-efficacité incrémentaux qui en résultent sont de 155,73 $ par heure d'emploi compétitif additionnelle et 20,12 $ par dollar additionnel de revenus compétitifs. Conclusions Dans cette étude, IPS s'est révélé coût-efficace en comparaison avec les services habituels, quoique la différences entre les groupes au niveau des jours d'hospitalisation à l'entrée atténue la force de cette conclusion.
Lesnik, Susan Martin 1942. "Depressed adolescents and social support." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/558035.
Повний текст джерелаLetheby, Peter. "Community based accommodation and support for mental health consumers /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arl6472.pdf.
Повний текст джерелаLatham, Patricia King. "Factors associated with social support in mental health workers /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474462.
Повний текст джерелаVallellanes, Alicia Kay, and Kelley Ferris. "Social support and mental health outcomes in battered women." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2884.
Повний текст джерелаConstant, Eleanor R. "Psychological support for ex-military families." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12881/.
Повний текст джерелаIvemark, Åsa, and Josabet Jansson. ""På egen hand skulle det nog inte ha gått" : Några deltagares upplevelse av arbetskonsulentens stöd i metoden Supported employment." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58975.
Повний текст джерелаLack of participation in the open labor market is highly prevalent for people with mental illness. Vocational rehabilitation through Supported employment (SE) has shown to be an effective approach to improve employment outcomes. Research generally centres upon the effectiveness of the method. This study focuses on the support from the SE-coach and the aim is to investigate the meaning of this support to the participants. Semi-structured interviews were conducted with three participants and a group interview with three coaches. The emotional, tailored and instrumental supports were pointed out as being helpful. They interact and lead to empowerment for two of the participants who are now in work practice. They show satisfaction with their occupational situation and with being part of a social context. The participants express improvement in psychiatric symptoms, global functioning and self-esteem. The findings of this study highlight the importance of the emotional support from the SE-coach, and stress the ability of the coach to balance the amount of support given. This is crucial in order to facilitate the empowerment of the participants.
Ahmed, Abu. "Knowledge engineering for mental-health risk assessment and decision support." Thesis, Aston University, 2011. http://publications.aston.ac.uk/16431/.
Повний текст джерелаRominov, Holly. "Fathers’ perinatal mental health: Impacts, interventions and supports." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/f7568dd4a27b6f746f2cdc91cc09e6c27106d22dd1aaa8f364ab16f6ad0d324c/4568069/Rominov_2017_Fathers_perinatal_mental_health_impacts_interventions.pdf.
Повний текст джерелаFrahm, Kathryn. "FAMILY SUPPORT AND MENTAL HEALTH CARE QUALITY IN NURSING HOMES SERVING RESIDENTS WITH A MENTAL HEALTH HISTORY." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3096.
Повний текст джерелаPh.D.
Other
Health and Public Affairs
Public Affairs PhD
Montes, Sara. "Support group program for transnational parents| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590917.
Повний текст джерелаTransnational parents encounter mental health problems and emotional difficulties when they separate from their children to migrate to the United States. The purpose of this project was to locate a funding source and write a grant to develop a program for transnational parents at Maternal and Child Health Access, in Los Angeles, California. The goal of this program was to decrease depressive symptomology and other mental health problems among Latino transnational parents; as well as to address parent-child separation stressors. The proposed program was designed to be culturally competent to meet the needs of Latino immigrant parents through three support groups that utilize supportive, educational, and cognitive behavior therapy components. The Langeloth Foundation was identified as a potential funder for this proposed program. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.
Bauman, Samuel. "Parents of children with mental retardation coping mechanisms and support needs /." College Park, Maryland : University of Maryland, 2004. http://hdl.handle.net/1903/1954.
Повний текст джерелаThesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Choi, Wai-yee Susanne, and 蔡慧儀. "Social support and positive mental health of adolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3125035X.
Повний текст джерелаChoi, Wai-yee Susanne. "Social support and positive mental health of adolescents in Hong Kong /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470873.
Повний текст джерелаIrving-Clarke, Yoric. "'Supporting People' : how did we get here and what does it mean for the future?" Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13055.
Повний текст джерелаHodge, Patricia Ann. "The family support services study." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/547.
Повний текст джерелаPerilla, Jessenia Y. "Support group for neonatal intensive care families| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590144.
Повний текст джерелаHaving an infant admitted to the neonatal intensive care unit (NICU) can be stressful and overwhelming for parents and families. Parents have developed anxiety and depression disorders, as a result of their experience from having their infant in the NICU. The stress and anxiety can also affect the parent-child attachment, as well as putting the infant/child at risk of abuse and neglect. A licensed clinical social worker will facilitate a support group using the strength based perspective to empower individuals and families. The support group goals are: to reduce the amount of stress that parents and/or caregivers encounter, as a result of their infant being in the NICU, to empower parents and/or caregivers to advocate for their infant who has been in the NICU, and to increase the parents and/or caregivers' ability to appropriately respond to the infant's needs. In selecting, Health Trust, as a funder, it values enhancing the well-being of individual and families in Santa Clara County. An actual submission to the funder was not a requirement of this project.
Prather, Courtney C. "The Effect of Relationship Quality on Mental Representations of Social Support and Cardiovascular Reactivity." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103375/.
Повний текст джерелаViragh, George. "Elder loneliness, social support and depression." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67471.
Повний текст джерелаfr
McCarthy, Jodie S. "'Calculation of competence': Factors affecting support worker role development. An action research study to develop mental health support worker roles." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493448.
Повний текст джерелаCorrea, Veronica M. "The impact of role stress, self-efficacy, organizational support, and supervisory support on performance in school-based mental health trainees." Thesis, Alliant International University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681796.
Повний текст джерелаThere is limited understanding of the variables that impact trainee performance in clinical settings. As such, investigating the tools used to assess performance was warranted. In the first part of the present research study, I investigated the independent factors that comprised the FPEF using 294 archival forms completed by clinical supervisors at the California School of Professional Psychology, Alliant International University, San Francisco. The five conceptually derived domains of clinical competency of the FPEF included: psychological intake, evaluation and assessment; clinical interventions; professional roles and behaviors; self-examination and development; and supervision. A principal factor analysis was conducted to determine whether the items of the FPEF comprised performance factors that were based on these FPEF domains. Results yielded a four-factor solution based on how the items clustered together. Thus, subscales were retitled as follows: Clinical Development, Professional Roles and Behaviors, Psychological Conceptualization and Intervention, and Psychological Assessment Skills. The second part of the present study included trainee self-ratings and supervisor ratings on the FPEFs for 47 school-based mental health trainees. This part of the study focused on whether the internal psychological variables of role conflict, role ambiguity, and self-efficacy (domain specific), and the external variables of both organizational support and supervisory support were associated with performance ratings on the FPEF. Findings indicated that the internal and external variables were both associated with trainees' performances across various domains. However, some of these relationships were contrary to what was expected. Organizational support and supervisory support were found to have negative associations with specific performance domains, which may have been due to limitations of the instruments or moderating variables that were not measured in this study.
Damm, Kathryn. "Social support and mental health for terminally ill patients and their caregivers." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3307164.
Повний текст джерелаTitle from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-103).