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Добірка наукової літератури з теми "Person-Centered Approaches"

Автор: Grafiati

Опубліковано: 7 грудня 2024

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Статті в журналах з теми "Person-Centered Approaches"

Howard, Matt C., and Michael E. Hoffman. "Variable-Centered, Person-Centered, and Person-Specific Approaches." Organizational Research Methods 21, no. 4 (December 10, 2017): 846–76. http://dx.doi.org/10.1177/1094428117744021.

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The variable-centered approach is favored in management and applied psychology, but the person-centered approach is quickly growing in popularity. A partial cause for this rise is the finer-grained detail that it allows. Many researchers may be unaware, however, that another approach may provide even finer-grained detail: the person-specific approach. In the current article, we (a) detail the purpose of each approach, (b) describe how to determine when each approach is most appropriate, and (c) delineate when the approaches diverge to give differing results. Through achieving these goals, we suggest that no single approach is the “best.” Instead, the choice of approach should be guided by the research question. To further emphasize this point, we provide illustrative examples using real data to answer three distinct research questions. The results show that each research question can be fully addressed only by the appropriate approach. To conclude, we directly suggest certain research areas that may benefit from the application of person-centered and person-specific approaches. Together, we believe that discussing variable-centered, person-centered, and person-specific approaches together may provide a more thorough understanding of each.

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MOREIRA, Virginia. "A Gestalt-terapia e a Abordagem Centrada na Pessoa são enfoques fenomenológicos?" PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 15, no. 1 (2009): 3–12. http://dx.doi.org/10.18065/rag.2009v15n1.1.

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The matter of whether the Gestalt-Therapy and Person Centered Approach are phenomenological approaches is controversial in the contemporary scenario of humanistic psychology in Brazil. In 1991, Luis Claudio Figueiredo published a book about the main stream psychological thoughts, in which both approaches are considered not phenomenological. This article intends to make a contribution to this discussion by establishing a dialog between the Person Centered Approach and Gestalt- Therapy with the psychological main streams as conceived by the author.

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Wagner, Gregory A. "Further comments on person-centered approaches." Behavior Analyst 22, no. 1 (April 1999): 53–54. http://dx.doi.org/10.1007/bf03391979.

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Laursen, Brett Paul, and Erika Hoff. "Person-Centered and Variable-Centered Approaches to Longitudinal Data." Merrill-Palmer Quarterly 52, no. 3 (2006): 377–89. http://dx.doi.org/10.1353/mpq.2006.0029.

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Moye, Jennifer. "Creative Approaches to Person-Centered Dementia Care." Clinical Gerontologist 43, no. 2 (February 14, 2020): 133–34. http://dx.doi.org/10.1080/07317115.2020.1713449.

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Resnick, Barbara. "Person-Centered Approaches to Human–Animal Interaction." Caring for the Ages 20, no. 6 (August 2019): 12–20. http://dx.doi.org/10.1016/j.carage.2019.07.015.

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Jobe-Shields, Lisa, Arthur R. Andrews, Gilbert R. Parra, and Natalie A. Williams. "Person-Centered Approaches to Understanding Early Family Risk." Journal of Family Theory & Review 7, no. 4 (December 2015): 432–51. http://dx.doi.org/10.1111/jftr.12118.

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Gagne, Cheryl. "Review of Serious mental illness: Person-centered approaches." Psychiatric Rehabilitation Journal 35, no. 5 (September 2012): 414. http://dx.doi.org/10.1037/h0094506.

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Karwowski, Maciej, Ryan P. Royston, and Roni Reiter-Palmon. "Exploring creative mindsets: Variable and person-centered approaches." Psychology of Aesthetics, Creativity, and the Arts 13, no. 1 (February 2019): 36–48. http://dx.doi.org/10.1037/aca0000170.

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Rudnick, Abraham. "Theory and Practice of Person-Centered Mental Health Services." International Journal of Patient-Centered Healthcare 11, no. 1 (January 1, 2021): 12–23. http://dx.doi.org/10.4018/ijpch.2021010103.

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Person-centered approaches have been demonstrated to be effective in a variety of mental healthcare contexts and across different service user populations. In this overview, the author explores fundamental notions of such person-centered approaches (PCAs) with examples from health (clinical) care, research, education, and leadership of successful person-centered applications in the mental health field. He then extends this conversation further by looking at related challenges, particularly where person-centered approaches are lacking and may be applied. He challenges various areas in mental health services by addressing commonplace examples in which person-centered approaches do not appear to occur. He concludes with a call to action for profound person-centered change at the level of self and with others, which may lead to fundamental transformation of the mental health system.

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Більше джерел

Дисертації з теми "Person-Centered Approaches"

DeBusk-Lane, Morgan. "Variable- and Person-Centered Approaches to Examining Construct-Relevant Multidimensionality in Writing Self-Efficacy." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5938.

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Writing self-efficacy is a vital component to a students’ motivation and will to succeed towards writing. The measurement of writing self-efficacy over the past 40 years, despite its development, continues to largely be represented by Confirmatory Factor Analysis models that are limited due to their restricted item to factor constraints. These constraints, given prior literature and the theoretical understanding of self-efficacy, do not adequately model construct- relevant psychometric multidimensionality as a product of conceptual overlap or a hierarchical or general factor. Given this, the present study’s purpose was to examine the adapted Self-efficacy for Writing Scale (SEWS) for the presence of construct-relevant psychometric multidimensionality through a series of measurement model comparisons and person-centered approaches. Using a sample 1,466 8th, 9th, and 10th graders, a bifactor exploratory structural equation model was found to best represent the data and demonstrate that the SEWS exhibits both construct-relevant multidimensionality as a function of conceptual overlap and the presence of a hierarchical theme. Using factor scores derived from this model, latent profile analysis was conducted to further establish validity of the measurement model and examine how students disaggregate into groups based on their response trends of the SEWS. Three profiles emerged greatly differentiated by global writing self-efficacy, with obvious and substantively varying specific factor differences between profiles. Concurrent, divergent, and discriminant validity evidence was established through a series of analyses that assessed predictors and outcomes of the profiles (e.g. demographics, standardized writing assessments, grades). Theoretical and educator implications and avenues for future researcher were discussed.

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Mata, Andrea D. "Structured Activity Involvement and Behavior Problems: Investigation of Selection and Transactional Effects with the Use of Variable and Person-Centered Approaches." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1336222301.

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Ghezzi, Valerio. "Integrating variable- and person-oriented approaches to the study of self-efficacy beliefs development in a nursing education setting." Doctoral thesis, Università degli studi di Padova, 2015. http://hdl.handle.net/11577/3423906.

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The present dissertation aimed to investigate the role of self-efficacy (SE) beliefs development across different life functioning spheres with respect to some relevant health and psychosocial outcomes within a nursing education setting. As a research framework, we integrated the variable-centered and the person-centered approaches in a longitudinal perspective, hypothesizing that intra-individual cross-sectional and longitudinal variability could play an important role in explaining inter-individual differences on nursing students’ adjustment process. Study 1 was aimed to unravel the role of patterned intra-individual differences in some self-efficacy (SE) dimensions (i.e., related to emotional, social and academic regulatory spheres) in explaining inter-individual differences along the adjustment process of two cohorts of nursing students. By adopting the integrated research perspective discussed above, 4 intra-individual configurations of SE beliefs were detected and replicated across cohorts: a group of students showed to enter the nursing program with a high sense of personal efficacy in all the considered dimensions, two groups showed an intermediate functioning (one connoted by lower sense of perceived academic regulatory skills, the second by a lower SE in emotional management dimensions), and a group with an overall low-functioning across dimensions. These pattern were found to explain individual differences in depression, life satisfaction and physical symptoms both concurrently and longitudinally, with the high-functioning group elected as the best adjusted. Moreover, results from alternative informative hypotheses enlightened an adjustment gradient, where intermediate-functioning patterns were found to be not mutually discriminative. Study 2 investigated a cohort of nursing students by using three-time points of assessment implemented in a longitudinal design. Adopting an integrated social cognitive perspective both on personality and gender development, the aim of present study was threefold: a) investigating gender differences in self-efficacy in mastering negative emotions (henceforth, SE-MNE) growth; b) identifying unobserved intra-individual trajectories of SE-MNE; and c) evaluating the impact of alternative paths of SE-MNE trajectories on depression. Findings showed that males entered the nursing program with a higher level of SE-MNE than females, whereas girls showed a significant higher increase in SE-MNE during the overall assessment span. Moreover, 4 patterns were found to represent unobserved sub-groups in SE-MNE development: the higher was the probability to be clustered into a high-stable or mean-high increasing trajectory, the lower the probability to be depressed at the last point of assessment, after controlling for its previous levels. Finally, by using a Bayesian approach in testing a set of informative hypotheses, the 4 different patterns were found to be associated to 4 different levels of depression. Study 3 was designed in order to understand the link between intra-individual conjoint development in SE facets and inter-individual differences in burnout and work engagement within a cohort of nursing students. By adopting a longitudinal design with three time points of assessment, Multi-Process Latent Class Growth Analysis (MP−LCGA) has been used in order to identify longitudinal integrated patterns of SE beliefs in emotional, social and academic spheres of personal functioning. Results provided a 4-class solution, evidencing an overall high-functioning pattern, two intermediate functioning configuration (the first with a less favorable trend of academic regulatory efficacy, the second by low stable trajectories of SE dimensions in emotional management), and an overall low-functioning longitudinal structure of SE beliefs development. These patterns were found to be discriminant for burnout and work engagement at the last point of assessment, where the high-functioning pattern showed to be the best adjusted. Moreover, results from Bayesian evaluation of informative hypotheses suggest that academic regulatory efficacy played a key role along the adaptation continuum, rather than SE beliefs in mastering negative consequences of affect. Findings and practical implications of the present dissertation are discussed, along with some suggestions to move forward in this direction.
L’obiettivo principale di questa tesi è stato quello di investigare il ruolo dello sviluppo delle convinzioni di autoefficacia e il loro impatto sul benessere personale e psicosociale all’interno di un contesto universitario relativo alle professioni sanitarie. Come cornice di ricerca, sono stati integrati gli approcci alla variabile e alla persona, ipotizzando che la variabilità intra-individuale potesse giocare un ruolo fondamentale nella spiegazione delle differenze individuali nel processo di adattamento degli studenti target dell’indagine sia rispetto al contesto accademico che di tirocinio. Il primo studio è stato dedicato all’individuazione di alcune configurazioni intra-individuali delle convinzioni di autoefficacia relative a tre differenti sfere del funzionamento personale (i.e., gestione delle emozioni, relazioni sociali all’interno del contesto accademico e autoregolazione nell’apprendimento universitario). A tal scopo, sono stati utilizzati due gruppi differenti di studenti delle professioni sanitarie. La soluzione che meglio ha rappresentato i dati analizzati prevedeva 4 gruppi: un primo gruppo aveva punteggi alti in tutte le dimensioni, un secondo e un terzo presentavano dei profili intermedi (uno connotato da bassi punteggi nella regolazione dell’apprendimento, l’altro nelle competenze di gestione delle emozioni), e infine un gruppo particolarmente vulnerabile sotto tutti i punti di vista. Questi pattern si sono rivelati essere discriminanti rispetto ad alcuni indicatori di adattamento (i.e., depressione, soddisfazione di vita, sintomi fisici), sia concorrentemente che longitudinalmente. Tuttavia, i pattern intermedi non si sono rivelati mutuamente differenti rispetto al processo di adattamento. Il secondo studio ha previsto un disegno di ricerca longitudinale a tre tempi di valutazione che ha coinvolto una unica coorte di studenti delle professioni sanitarie. Adottando una prospettiva social cognitiva rispetto allo sviluppo della personalità e delle differenze di genere, tre sono stati gli obiettivi di questa ricerca: a) investigare le difference di genere nelle traiettorie relative alle capacità percepite di gestione delle emozioni negative (SE-MNE); b) identificare dei gruppi di studenti relativamente omogenei aventi simili traiettorie intra-individuali nello sviluppo di tali competenze; c) valutare l’impatto di questi percorsi alternativi di SE-MNE durate il periodo dell’indagine rispetto all’insorgenza e allo sviluppo della depressione. I risultati hanno mostrato che i maschi hanno cominciato il corso di studi con una convinzione più forte di poter gestire le emozioni negative rispetto alle femmine, sebbene queste incrementino maggiormente questa competenza durante il periodo preso in considerazione rispetto alla loro controparte maschile. Inoltre, attraverso delle appropriate tecniche di analisi dei dati finalizzate all’individuazione di gruppi longitudinali non osservabili rispetto alle traiettorie di SE-MNE, quattro pattern descrivevano tale fenomeno: un gruppo avente una traiettoria stabile che aveva cominciato il suo percorso da un alto livello, un gruppo che al primo tempo di misura aveva un livello medio-alto di SE-MNE e l’ha incrementato leggermente durante il periodo preso in considerazione, un ulteriore gruppo sostanzialmente parallelo a questo con dei livelli iniziali di SE-MNE medio-bassi e, infine, un gruppo stabile che aveva cominciato la propria esperienza accademica con punteggi bassi. Una maggiore probabilità di essere classificato nel primo o nel secondo gruppo ha rappresentato per gli studenti una protezione dalla depressione all’ultimo tempo di misura, controllando per i suoi livelli precedenti, mentre un effetto opposto veniva esercitato dalla probabilità di essere clusterizzati nell’ultimo gruppo. Inoltre, i 4 pattern longitudinali di SE-MNE si sono rivelati altamente discriminanti tra loro rispetto agli esiti depressivi dell’ultimo tempo di misurazione. Il terzo studio è stato implementato per comprendere il legame tra lo sviluppo congiunto di alcune dimensioni di autoefficacia a livello intra-individuale e le differenze inter-individuali nel burnout e nel coinvolgimento degli studenti target del progetto di ricerca tanto in ambito accademico quanto in quello di tirocinio clinico. Sono emerse quattro configurazioni soggiacenti a tale sviluppo: un gruppo di studenti è entrato nel corso di studi con convinzioni alte in ambico emozionale, sociale e accademico e in tali dimensioni è rimasto stabile. Un altro gruppo di studenti ha avuto traiettorie medie e stabili in ambito emozionale e sociale, ma ha mostrato una traiettoria meno favorevole in ambito regolatorio-accademico, comunque stabile. Un terzo gruppo ha avuto traiettorie stabili e medie nello sviluppo delle competenze sociali e regolatorie, mentre un andamento stabile e medio-basso si è palesato per quel che riguarda le competenze di regolazione delle emozioni negative. Infine, un gruppo ha evidenziato un pattern definibile “a basso funzionamento” in tutte le dimensioni. In tutti i casi, il gruppo “ad alto funzionamento” (il primo) ha mostrato un processo di adattamento più favorevole degli altri, che hanno registrato punteggi significativamente più alti nel burnout e minori nel coinvolgimento lavorativo. Inoltre, i pattern longitudinali si sono dimostrati mutuamente escludentisi lungo il continuum del processo di adattamento misurato attraverso i due indicatori descritti in precedenza. Le implicazioni di ricerca e per la pratica professionale desumibili da tale lavoro sono discusse e argomentate.

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Lugo, Cheryl A. "Ethical and clinical implications for the field of marriage and family therapy regarding LGBTQI therapeutic approaches." Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3905.

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Caiada, Meryl. "Relations intimes & troubles psychiques sévères : vers une amélioration des accompagnements." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0240.

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Les relations intimes, qui englobent les relations amoureuses, maritales et sexuelles, constituent un aspect fondamental de la vie et un droit pour tous. Cependant, malgré leur désir d’investir les rôles sociaux de conjoint, amant ou partenaire, les personnes concernées par un trouble psychique comme la schizophrénie sont moins susceptibles de développer de telles relations. Selon la Classification Internationale du Fonctionnement, qui constitue le cadre théorique de ce travail doctoral, cette situation reflète une restriction de participation majeure, dans le domaine des relations intimes (Organisation Mondiale de la Santé, 2001). Bien que les approches « personnes-centrées », comme celles orientées vers le rétablissement personnel et le respect des droits, légitiment pleinement le soutien des professionnels dans ce domaine, l’accompagnement des relations intimes demeure insuffisant ou inadapté. C'est dans ce contexte qu'a été développé le programme de recherche INTIMate, qui vise à promouvoir les relations intimes des personnes concernées par un trouble psychique en améliorant leur accompagnement. Pour répondre à cette objectif, quatre études ont été menées. Une revue systématique de la littérature a été réalisée afin d’identifier les interventions promouvant les relations intimes des personnes concernées par un trouble psychique sévère. Les résultats révèlent un manque d’interventions validées scientifiquement, pouvant ainsi constituer un obstacle à un accompagnement basé sur des preuves. Afin de mieux appréhender le phénomène restriction de participation et les facteurs qui l’influencent, une deuxième étude a permis de caractériser la fréquence et l’impact des facteurs obstacles et facilitateurs des relations intimes. Cette étude descriptive et comparative a été réalisée auprès de la population générale et des personnes concernées par une schizophrénie. Ces dernières perçoivent l’impact de facteurs personnels (notamment liés au concept de soi), liés aux déficiences (e.g., les difficultés cognitives), et environnementaux (tels que la stigmatisation) sur leurs relations intimes. La stigmatisation étant identifiée comme un obstacle majeur, ce travail doctoral s’est ensuite concentré sur l'étude de la stigmatisation publique et de l’auto-stigmatisation. Une troisième étude, employant une méthode mixte, a permis d’identifier les stéréotypes relatifs aux relations intimes des personnes concernées par une schizophrénie, auprès de la population générale, des étudiants en santé et des professionnels. Elle a également mis en lumière certains leviers pour réduire cette stigmatisation. Enfin, une quatrième étude a été menée à l’Université de Montréal, en collaboration avec des patients partenaires, afin de développer et valider une échelle d’évaluation de l’auto-stigmatisation des relations intimes. En conclusion, ce travail doctoral offre des perspectives prometteuses pour améliorer l’accompagnement des relations intimes des personnes concernées par un trouble psychique. Toutefois, d’autres études restent nécessaires afin de promouvoir un accompagnement basé sur les preuves et en adéquation avec les préférences des personnes concernées. En accord avec les recommandations nationales et internationales, ce travail plaide en faveur des approches holistiques, qui visent la pleine participation sociale, telles que les approches centrées sur le rétablissement personnel et le respect des droits (Coldefy, 2022 ; OMS, 2021)
Intimate relationships, including romantic, marital, and sexual relationships, are a fundamental aspect of life and a right for everyone. However, despite their desire to take on social roles such as spouse, lover, or partner, persons with mental illness, such as schizophrenia, are less likely to develop such relationships. According to the International Classification of Functioning, which serves as the theoretical framework for this doctoral work, this situation reflects a significant participation restriction in the area of intimate relationships (World Health Organization, 2001). Although person-centered approaches, such as recovery-oriented and rights-based approaches, fully legitimize professional involvement in this domain, mental health practices remain insufficient or inadequate. Within this context, the INTIMate research program was developed to promote intimate relationships for persons living with mental illness by improving the support they receive. To achieve this goal, four studies were conducted. A systematic literature review was conducted to identify interventions aimed at promoting intimate relationships for persons with serious mental illness. The results revealed a lack of scientifically validated interventions, which may constitute a barrier to evidence-based support. To gain a deeper understanding of the phenomenon of participation restriction and the factors influencing it, a second study aimed to characterize the frequency and impact of barriers and facilitators of intimate relationships. This descriptive and comparative study was conducted among the general population and persons living with schizophrenia. The latter group perceives the impact of personal factors (particularly those related to self-concept), impairments (e.g., cognitive difficulties), and environmental factors (such as stigma) on their intimate relationships. Given that stigma was identified as a major barrier, this doctoral work subsequently focused on studying public stigma and self-stigma. A third study, using a mixed-method approach, identified stereotypes about the intimate relationships of persons living with schizophrenia among the general population, healthcare students, and professionals. It also highlighted potential pathways for reducing this stigma. Finally, a fourth study was conducted at the University of Montreal, in collaboration with patient partners, to develop and validate a scale assessing self-stigma in intimate relationships. In conclusion, this doctoral work presents promising perspectives for enhancing support in intimate relationships for persons living with mental illness. However, further studies are needed to promote evidence-based support that aligns with the preferences for those concerned. In accordance with national and international recommendations, this work advocates for holistic approaches aimed at achieving full social participation, such as recovery-oriented and rights-based approaches (Coldefy, 2022; WHO, 2021)

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Stock, Debbie G. "Exploring Person-Centered Accountability as a Complementary Approach to Regulatory-Centered Accountability| An Action Research Study." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728217.

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Accountability in healthcare tends to dominate discussions focused on improving the quality of care, the experience of patients, pay-for-performance, and engaging employees to produce positive performance outcomes. Organizational leaders are held to answer to external regulatory agencies about performance outcomes based on prescribed standards. Frequently, these agencies adopt a punitive approach by imposing rewards and penalties for achieving or failing to meet the performance standards. Furthering the challenges, organizational leaders are expected to model accountability, hold employees accountable, and be a source for inspiration and motivation. The purpose of this qualitative action research study was to examine person-centered accountability (PCA), or the use of positive leadership, positive practices, and positive emotions, as a complementary approach to regulatory-centered accountability (RCA). Six workshops influenced by appreciative inquiry, a practice period, participant journals, interviews and the use of a portable biofeedback device to measure positive emotions were all utilized to develop an understanding of participant’s experiences and perceptions about the value of PCA and RCA. Participants were clinical and non-clinical leaders at a Midwest medical center. Results from this study revealed the participants’ perception about the holistic and interdependent nature of PCA and RCA. Integrating PCA and RCA requires a change in philosophies as well as day-to-day accountability practices. Leaders and employees need to use both PCA and RCA to improve performance outcomes, therefore, it is important to create an organizational reset to change beliefs about accountability, build leadership capacity, and invest in employees. Future research is needed to evaluate the long-term impact of PCA and RCA on performance outcomes in and out of healthcare.

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Cooper, Erin B. "A Person-Centered Approach to Understanding Women's Decision to Fake Orgasm." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/285129.

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Psychology
Ph.D.
Studies suggest that nearly two-thirds of women fake or have faked orgasm, yet few researchers have explicitly examined this phenomenon. Previous studies have identified some group differences between women who fake orgasm and those who do not on dimensions of sexual experience, emotion regulation, intimacy, relationship status, and sexual functioning. To date, research into this phenomenon has relied solely on variable-centered analyses (e.g., exploratory factor analysis, correlation, and regression). This study used a person-centered approach (i.e., latent class analysis; LCA) to explore differences in women's motives across individuals, using scores from the Faking Orgasm Scale. A 5-class model was determined to be most interpretable and the best fitting to the data. Classes included low, moderate, and high frequency faking orgasm, partner-focused faking orgasm, and pleasure-focused faking orgasm. These classes were then compared on dimensions of sexual functioning, intimacy, and emotion regulation, as well as demographic variables (e.g., age, length of relationship, number of sexual partners). Significant differences were found in sexual desire, sexual activity, and orgasmic consistency, but not in sexual satisfaction. Significant differences were also evidenced in intimacy, general level of emotion dysregulation, and across various dimensions of emotion regulation. No differences across classes were revealed on age, length of relationship, or number of sexual partners. These findings can serve as the foundation for further exploration into understanding women's various styles of interacting sexually with a partner and may have implications for couples therapy, sex therapy, and individual interventions for women struggling with physical and/or emotional intimacy with a partner.
Temple University--Theses

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Ko, Kwangman, Youngjin Kang, and Sun-A. Lee. "Parenting Satisfaction and Paternal Involvement of Korean Fathers: A Person-Centered Approach." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5836.

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Using latent profile analysis, we identified patterns of parenting satisfaction and paternal involvement among 201 South Korean fathers. Three profiles were identified: (1) low involved (n = 74), highly involved (n = 28), and moderately involved (n = 99). A Multivariate Analysis of Variance analysis revealed that fathers in the low involved (n = 74) profile were significantly different from their counterparts in the other profiles regarding longer work hours and higher levels of work-to-family conflict. Also, fathers in the highly involved profile were more likely to report their wives are employed. The findings indicate that paternal involvement types are affected by work-related factors among Korean fathers. Implications for policymakers and research will be discussed. Objectives - To examine the levels of paternal involvement with children and parental satisfaction among Korean fathers.- To explore subgroups of Korean fathers with similar patterns of parental satisfaction and father involvement types.- To identify the differences among the subgroups of Korean fathers regarding demographic characteristics, work hours, wife’s employment, job stress, and work to family conflict.

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Kaufman, Julia Simone. "Psychological Maltreatment Subtypes and Associated Long-Term Effects: A Person-Centered Approach." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1593026142867029.

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Douglas, Hillary F. "Voices of individuals with disabilities in art museum programming| A person-centered approach." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1589571.

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This study documents an experience in which a small group of cognitively and developmentally disabled adults expressed their personal goals and views related to art museum visits. A review of literature related to disability studies, museum access and inclusive programs, art therapy, and person-centered thinking provide background and context. Case study and qualitative interviews are used as methodologies to support an investigation of the use of person-centered thinking in the implementation of art museum programming for the study participants. Person-centered thinking is considered and assessed as an approach to structuring meaningful collaborations between visitors with disabilities and art museums. Data collected in the forms of visual and written response, observation, and documentation of interviews inform the findings, discussion, and analysis of the study’s research goals. The resulting case study may be used by museums to structure visits with similar groups. This study contributes to a growing body of knowledge pertaining to how museums can best collaborate with disabled populations to create inclusive programs.

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Книги з теми "Person-Centered Approaches"

Cornelius-White, Jeffrey H. D. Person-Centered Approaches for Counselors. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781506302621.

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C, Peck Stephen, and Roeser Robert W, eds. Person-centered approaches to studying developments in context. San Francisco: Jossey-Bass, 2003.

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C, Peck Stephen, and Roeser Robert W, eds. Person-centered approaches to studying development in context. San Francisco: Jossey-Bass, 2003.

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J, Cain David, Rogers Carl R. 1902-1987, and Shlien John M, eds. Classics in the person-centered approach. Ross-on-Wye, Herefordshire: PCCS Books, 2002.

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Grassi, Luigi, Michelle B. Riba, and Thomas Wise, eds. Person Centered Approach to Recovery in Medicine. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74736-1.

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Kass, Jared D. A Person-Centered Approach to Psychospiritual Maturation. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57919-1.

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Cornelius-White, Jeffrey H. D., Renate Motschnig-Pitrik, and Michael Lux, eds. Interdisciplinary Handbook of the Person-Centered Approach. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7141-7.

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Cornelius-White, Jeffrey H. D., Renate Motschnig-Pitrik, and Michael Lux, eds. Interdisciplinary Applications of the Person-Centered Approach. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7144-8.

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Rogers, Carl R. (Carl Ransom), 1902-1987 and Rose Films Inc, eds. Carl Rogers and the person-centered approach. [U.S.]: H. Kirschenbaum, 2003.

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Daniel, Hart, Atkins Robert, Fegley Suzanne G, Robins Richard W, and Tracy Jessica L, eds. Personality and development in childhood: A person-centered approach. Boston, Mass: Blackwell, 2003.

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Частини книг з теми "Person-Centered Approaches"

Gregory, Jane Brodie, and Paul E. Levy. "Humanistic/Person-Centered Approaches." In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, 283–97. Oxford, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch15.

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Asendorpf, Jens B. "Person-centered approaches to personality." In APA handbook of personality and social psychology, Volume 4: Personality processes and individual differences., 403–24. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14343-018.

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Garcia, Danilo, Nigel Lester, Franco Lucchese, Kevin M. Cloninger, and C. Robert Cloninger. "Personality and the Brain: Person-Centered Approaches." In Personality and Brain Disorders, 3–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90065-0_1.

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McCombs, Barbara L. "The Learner-Centered Model: Implications for Research Approaches." In Interdisciplinary Handbook of the Person-Centered Approach, 335–52. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7141-7_23.

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Sheldon, Kennon. "Self-Determination Theory, Person-Centered Approaches, and Personal Goals: Exploring the Links." In Interdisciplinary Handbook of the Person-Centered Approach, 227–44. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7141-7_16.

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Lau, Wilfred W. F., Allan H. K. Yuen, and Albert Chan. "Variable-Centered and Person-Centered Approaches to Studying the VARK Learning Style Inventory." In New Media, Knowledge Practices and Multiliteracies, 207–16. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-209-8_19.

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Fisher, William P., and Stefan J. Cano. "Ideas and Methods in Person-Centered Outcome Metrology." In Springer Series in Measurement Science and Technology, 1–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07465-3_1.

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AbstractBroadly stated, this book makes the case for a different way of thinking about how to measure and manage person-centered outcomes in health care. The basic contrast is between statistical and metrological definitions of measurement. The mainstream statistical tradition focuses attention on numbers in centrally planned and executed data analyses, while metrology focuses on distributing meaningfully interpretable instruments throughout networks of end users. The former approaches impose group-level statistics from the top down in homogenizing ways. The latter tracks emergent patterns from the bottom up, feeding them back to end users in custom tailored applications, whose decisions and behaviors are coordinated by means of shared languages. New forms of information and knowledge necessitate new forms of social organization to create them and put them to use. The chapters in this book describe the analytic, design, and organizational methods that have the potential to open up exciting new possibilities for systematic and broad scale improvements in health care outcomes.

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Michaels, Patrick J., Karina J. Powell, and Patrick W. Corrigan. "Cognitive approaches that impact self-determination." In Person-centered care for mental illness: The evolution of adherence and self-determination., 155–72. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14644-009.

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Farber, Barry A., Arthur C. Bohart, and William B. Stiles. "Corrective (emotional) experience in person-centered therapy: Carl Rogers and Gloria Redux." In Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches., 103–19. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13747-007.

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Giacomucci, Scott. "Strengths-Based and Mutual Aid Approaches in Social Work and Psychodrama." In Social Work, Sociometry, and Psychodrama, 165–85. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_9.

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AbstractSocial work and psychodrama are both inherently strengths-based approaches with person-centered philosophies that affirm the inherent goodness of individuals. The chapter outlines social work’s strengths-based perspective while connecting it to mutual aid, positive psychology, humanistic psychology, and Morenean philosophy. Social group work’s emphasis on mutual aid and group-as-a-whole processes is outlined with similarities to the theory and practice of psychodrama. The importance of a strengths-based approach in trauma work is affirmed and depicted through resilience theory and post-traumatic growth. Modern adaptations of classical psychodrama which emphasize strengths work are depicted, including positive psychodrama, the Therapeutic Spiral Model, and Souldrama.

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Тези доповідей конференцій з теми "Person-Centered Approaches"

He, Jingwen. "Examining Motivation Development During Adolescence Using a Combination of Variable-Centered and Person-Centered Approaches." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2008196.

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He, Jingwen. "Examining Motivation Development During Adolescence Using a Combination of Variable-Centered and Person-Centered Approaches (Poster 10)." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2008196.

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"Expanding Quantitative Approaches in Engineering Education Research: Embracing Empirical Bayes for Longitudinal Person-Centered Analysis." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343493.

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Wang, Yubing. "Attitude Toward Physical Education and Influences on Physical Activity: Using Both Variable- and Person-Centered Approaches." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010357.

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Cristescu, Irina, and Alexandru Balog. "HETEROGENEITY OF STUDENTS' PERCEPTIONS OF E-LEARNING PLATFORM QUALITY: A LATENT PROFILE ANALYSIS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-097.

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E-learning platform quality is an important subject in the community of researchers and practitioners. Quality assessment approaches have different perspectives and differ in many respects, such as: objective, target groups and methods used. In recent years, the utility of advanced person-centered methods has become increasingly obvious. Person-centered approaches assume that samples come from heterogeneous populations and focus on identifying unobservable subpopulations that include individuals or similar cases. In this category are included both traditional techniques (e.g. cluster analysis) and advanced techniques (e.g. Latent Class Analysis, Latent Profile Analysis). In the present study, the e-learning platform quality is a general concept defined through three dimensions. The overall perception of students regarding the e-learning platform quality is based on the assessment of the following dimensions: e-learning system quality, information quality, and service quality. The aim of this paper is to extend previous research by adopting a person-oriented approach (e.g. LPA - latent profile analysis) and examine the heterogeneity of students' perceptions of e-learning platform quality. A sample of 385 students from five Romanian universities participated in the study. The data was analyzed with Mplus package version 7.4. The results of LPA revealed the presence of three profiles, reflecting different levels of e-learning platform quality perceptions: low, moderate, and high. The resulting profiles are distinct with respect to e-learning system quality, information quality, and service quality. A one-way multivariate analysis of variance (MANOVA) showed that the perceptions of e-learning platforms quality differed significantly across the three profiles. Finally, the article presented the practical implications of the results. The results contribute, on one hand, to identifying groups of students who shared similar perception patterns when dealing with e-learning platform quality. On the other hand, the results are useful in developing a strategy of improving the e-learning platforms by including the specific needs of each student categories identified.

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Elkefi, Safa, Onur Asan, and Tina W F Yen. "Using Human factors approach to evaluate patient-centered cancer care." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002186.

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Patient-centered care (PCC) approaches are critical for the delivery of high-quality care in cancer care where the therapeutic alliance between patients and the oncologists is frequent over extended periods of time. The concept of patient-centered care has received increased attention since the publication of the 2001 Institute of Medicine (IOM) report Crossing the Quality Chasm. In this study, we create and evaluate a new framework for patient-centered care in cancer using human factors approaches. Many initiatives focused on developing technologies that help foster PCC by increasing patients’ access to information and facilitating self-monitoring and patient convenience. This paper makes an important contribution to the literature by historically examining the evolution of the definitions of care approaches from disease-centered care focusing on curing the diseases to patient-centered care satisfying patients’ needs to person-centered care. Instead of treating people like victims of diseases, this model recognizes their need for more than one professional to support them emphasizing their capabilities and potential to improve their own health by themselves. It also provides a different and complementary way to the visit-oriented approach furnishing more accessible and continuous care over time, Our contribution also covers summarizing the existing measures adopted to measure its components and finally suggests a socio-technical framework based on the human factors approach to measuring PCC effectiveness. Our approach to measuring PCC is grounded in the conceptual framework we are suggesting that evaluates the effectiveness of patient-centered care based on a socio-technical perspective. We link the cognitive perception of patients towards PCC (Cognitive Sensory Input) to their exposure to external factors (Exposure) that may affect their (Cognition) behavior. A holistic approach recognizing health care as a dynamic socio-technical system in which sub-elements interact with each other remains necessary to better understand the system and its constraints in cancer care. We use a case study to emphasize the importance and need of such a human factors-based framework in providing a better quality of care and improving health outcomes. Achieving high-quality care is a complex pursuit in any setting especially for cancer care and improving the patient journey requires an integrated system of care and productive interactions among many system levels. By understanding the work system components, the design and integration of tasks, technology, and clinical processes can be reviewed to better support the respective needs of individuals while optimizing system performance. A supportive work environment and a highly engaged workforce are highly correlated with improved quality of patient-centered care and hospital performance. At the population level, case managers, navigators, quality officers, and administrators may track outcomes across patients.This framework can help organize clinical interventions that aim to control cancer patients’ behavior from a patient-centered perspective. It can also help technology designers by giving them insight into how patient-centeredness in the design of health informatics can impact cancer patients’ behavior. In addition, patient-centered designs can enhance technology acceptance among cancer patients making it easier to adopt technology for follow-up reasons by involving human factors and ergonomics principles in order to ensure successful results.

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Kuklina, Irina Gennadievna, Oksana Romanovna Zhernovaya, Alla Sergeevna Kuklina, and Polina Maximovna Vasilieva. "APLICACIÓN DE PLATAFORMAS INFORMÁTICAS AVANZADAS EN EL TRABAJO A DISTANCIA DE LOS PROFESORES DE IDIOMAS." In Themed collection of papers from Foreign International Scientific Conference «Modern research on the way to a new scientific revolution». Part 1. by HNRI «National development» in cooperation with AFP (Puerto Cabezas, Nicaragua). November 2023. – Varadero (Cuba). Crossref, 2024. http://dx.doi.org/10.37539/231128.2023.53.78.011.

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The Moderna realities of the last years have oriented the foreign language teachers towards the construction of a person-centered learning and based on distance work. The objective of this research is to analyze the approaches and requirements for the creation of a complete learning platform for the teaching of foreign languages using interactive whiteboards and the possibility of teamwork of students. The result is a proposal for architectural design and training tasks in the creation of a remote working position of a foreign language teacher with the use of interactive whiteboards and listening ability.

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Savory, Marianne Elisabeth. "Tailoring professional development to postgraduate students: It’s not the chicken, it’s the egg." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16171.

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Graduate employability and professional development are more commonly discussed in an undergraduate context. Yet many postgraduate students seek professional development as part of their programme of study. There are challenges in providing an in-programme tailored, person-centered professional development offer at post graduate level when student cohorts are often large and international. This case study explores a professional development provision embedded into a master's programme, centred on developing self-reflection through experiential learning approaches. The students tailor their path through taught workshops and lived experiences, to recognise gaps and take actions to fulfil their development needs; during their studies, and as reflective practitioners of the future. The paper concludes there is a need for self-reflection to be practiced and assessed as part of a professional development provision at master's level, but that measuring the impact of developing this skill in an individual cannot be accurately captured immediately post-graduation.

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Motschnig-Pitrik, Renate, Michael Derntl, Kathrin Figl, and Sonja Kabicher. "Towards learner-centered learning goals based on the Person-Centered Approach." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720359.

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Vandenbroeck, Margo. "A Variable-Centered and Person-Centered Approach to Citizenship Profiles and Track Membership." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681615.

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Звіти організацій з теми "Person-Centered Approaches"

Ступнік, М. І., В. С. Моркун, and З. П. Бакум. Current Approaches to the Training of Mining Engineers. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/431.

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In the article the main current approaches to the training of mining engineers were reviewed. Attention were focused on the person-centered, competency-based, systematic and problem-based approaches. Competences that should be formed in the future mining engineers (personal and social, general scientific, instrumental, general professional, special professional) were defined.

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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.

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Veech, David S. A Person-Centered Approach to Sustaining a Lean Environment - Job Design for Self-Efficacy. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada435275.

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Hossain, Sharif M. I., Shongkour Roy, Sigma Ainul, Abdullah Al Mahmud Shohag, A. T. M. Rezaul Karim, and Ubaidur Rob. Assessing effectiveness of a person-centered group ANC-PNC model among first-time young mothers and their partners for improving quality and use of MNCH-FP services. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1041.

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This baseline report is part of an operations research project “Healthy Women, Healthy Families (HWHF): Shustha Ma, Shustha Poribar” led by Management Sciences for Health (MSH) in partnership with BRAC, SCOPE, and the Population Council. The project aims to improve quality and increase utilization of maternal, newborn, and child health (MNCH) and family planning (FP) services and information for young mothers-to-be, first-time mothers (FTMs) aged 15-24, and their partners in the urban municipality of Tongi, Gazipur District, Bangladesh, through a group antenatal care ANC-PNC approach. The objectives of this study are to establish baseline values of selected HWHF project result indicators against which the impacts of the project’s intervention can be measured. The target group is young, first-time parents and the study examines the current status of knowledge on MNCH-FP and access to services among FTMs. This quasi-experimental pre-post control group design study employs both quantitative and qualitative data-collection methods. A simple random sampling procedure was employed to select respondents from BRAC FTM lists, while qualitative informants were selected purposively.

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Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk, and Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.

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The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.

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