Arachnophobia and Fear of Other Insects: Efficacy and Lessons Learned from Treatment Process

2014 ◽  
pp. 91-117 ◽  
Author(s):  
Brenda K. Wiederhold ◽  
Stéphane Bouchard
Keyword(s):  
Treatment Process ◽  
Lessons Learned

Advancing indirect potable reuse in California

2013 ◽  
Vol 8 (2) ◽  
pp. 275-285 ◽  
Author(s):  
G. D. Wetterau ◽  
R. B. Chalmers ◽  
P. Liu ◽  
W. Pearce
Keyword(s):  
Los Angeles ◽  
Potable Water ◽  
Treatment Process ◽  
Orange County ◽  
Pilot Scale ◽  
Full Scale ◽  
Lessons Learned ◽  
Potable Reuse ◽  
Indirect Potable Reuse ◽  
Publicly Supported

While indirect potable reuse (IPR) has been used in southern California (USA) since the 1970s, the commissioning of the 265-megalitre-per-day Groundwater Replenishment System (GWRS) in Orange County (California) showed the region's commitment to utilizing reuse as a major source of potable water augmentation. The treatment process used at GWRS has become the benchmark on which California regulations were based and which other IPR facilities are measured against. As the cities of Los Angeles and San Diego move forward with their own IPR programs, they have commissioned pilot-scale and demonstration-scale projects to build on the lessons learned at the GWRS and to aid in developing future projects that are efficient, effective, and publicly supported. This paper will discuss the technical approaches being evaluated in these projects and the lessons learned in the operation of the existing full-scale facilities.

Continuous Development of a Major Incident In-Hospital Victim Tracking and Tracing System, Withstanding the Challenges of Time

2016 ◽  
Vol 11 (2) ◽  
pp. 244-250 ◽  
Author(s):  
J.J. Mark Haverkort ◽  
Jos H. Bouman ◽  
Jelte D.D. Wind ◽  
Luke P.H. Leenen
Keyword(s):  
Treatment Process ◽  
Lessons Learned ◽  
Care Process ◽  
Major Incident ◽  
Strategic Decisions ◽  
Registration System ◽  
Patient Registration ◽  
Major Incidents ◽  
System Errors ◽  
Hospital Response

AbstractObjectiveTo describe the development of the Patient Barcode Registration System (PBRS) over time and confirm the usability and feasibility of the system’s latest version during a large trauma drill.MethodsThe development of a PBRS started around 1993 aiming to provide an effective tool for patient registration, tracking, and tracing during major incidents. The PBRS uses wristbands with barcodes to follow and register patients in the care process. During a large trauma drill, 120 patients and 40 relatives were registered and traced in the system. Errors in registration, tracking, and tracing of persons were registered.ResultsOf the 120 patients, no patient data were lost and patients could be traced in real time throughout the treatment process by the command team. Strategic decisions could be made based on the information provided by the system. Patient relatives were easily matched and government agencies received regular updates on the number and characteristics of the patients.ConclusionThe PBRS is a usable, feasible, and sustainable patient tracking and tracing tool to be used during the hospital response to major incidents. Lessons learned during the last 20 years include the need for continuous updates to withstand the challenge of time. (Disaster Med Public Health Preparedness. 2017;11:244–250)

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

Sign in / Sign up

Export Citation Format

Share Document