Psychotherapy for Adolescents: Mindfulness and Compassion in Individual and Group Settings

2019 ◽  
pp. 219-232
Author(s):  
Nathania Klauser ◽  
Philipp Steinebach
Keyword(s):  
Group Settings

Schema-Based Instruction Implemented Under Routine Conditions

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Probe Design ◽  
Resource Room ◽  
Group Settings ◽  
Intervention Protocol ◽  
Prior Literature ◽  
Based Instruction

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.

Therapy discontinuation in a primary care psychological service: why patients drop out

2020 ◽  
Vol 13 ◽  
Author(s):  
Aisan Ghaemian ◽  
Mahdi Ghomi ◽  
Miles Wrightman ◽  
Colm Ellis-Nee
Keyword(s):  
Drop Out ◽  
Treatment Withdrawal ◽  
List Type ◽  
Structured Interviews ◽  
Group Settings ◽  
Psychological Therapies ◽  
Psychological Service ◽  
Wide Range ◽  
Key Factor ◽  
Therapy Services

Abstract The present study aimed to explore patients’ experience with an Improving Access to Psychological Therapies (IAPT) service, and to investigate the reasons for discontinuing their treatment. A qualitative approach was adopted using thematic analysis of semi-structured interviews carried out with 818 patients attending for treatment in Talking Change from November 2015 to January 2019, retrospectively. The five main themes that emerged from the study were: ‘Felt better’, ‘Issues with group settings’, ‘Therapeutic alliance breakdown’, ‘Miscommunication’ and ‘Impracticalities’. The qualitative study uncovered a wide range of reasons for people who had dropped out from their treatment. The findings mainly emphasised general dissatisfaction and inconvenient appointments. However, improvement in symptoms of depression and anxiety was also identified as a key factor among patients who discontinued their treatment. This recovery is known as ‘progress withdrawal’ in which patients withdraw from treatment early due to good therapeutic progress. We present clinical and procedural implications arising from these themes. Key learning aims (1) To explore what can cause discontinuation of therapy. (2) To obtain the experience of people who have received treatment and dropped out from Talking Change Psychological Therapy services. (3) To explore whether people recovered as part of the treatment withdrawal and what may have helped towards that recovery.

scholarly journals Dropout in schema therapy for personality disorders

2018 ◽  
Vol 21 (2) ◽  
Author(s):  
İsmail Volkan Gülüm
Keyword(s):  
Personality Disorders ◽  
Dropout Rate ◽  
Drop Out ◽  
Dropout Rates ◽  
Schema Therapy ◽  
Weighted Mean ◽  
Group Settings ◽  
Research Findings ◽  
Meta Analyses ◽  
Outpatient Settings

Schema therapy (ST) is a relatively new, but promising, psychotherapy approach. Able to be implemented in both individual and group settings, research findings suggest that ST is a highly effective treatment for personality disorders. As in other treatments for personality disorders, some patients decide to drop out from treatment, feeling they did not benefit. To date, there has been no study in the literature that investigates the dropout rates across ST studies specifically. Consequently, this study systematically researched eight different ST studies in which dropout rates were reported. Together, these studies featured both individual and group therapy settings, inpatient and outpatient settings, and different personality disorder diagnoses. The weighted mean dropout rate was 23.3%, 95% CI (14.8-31.7%) across these studies. Although this finding is very similar to those meta-analyses that obtained their dropout rates from different orientations and diagnoses, namely psychotherapy in general, ST’s dropout rates might be significantly lower than studies that included personality disorders in particular.

scholarly journals Battlefield Acupuncture in the Veterans Health Administration: Effectiveness in Individual and Group Settings for Pain and Pain Comorbidities

2018 ◽  
Vol 30 (5) ◽  
pp. 273-278 ◽  
Author(s):  
Daniel Glenn Federman ◽  
Steven B. Zeliadt ◽  
Eva R. Thomas ◽  
Gennaro F. Carbone ◽  
Stephanie L. Taylor
Keyword(s):  
Veterans Health Administration ◽  
Veterans Health ◽  
Health Administration ◽  
Group Settings

‘Positive Preparation’: Educational Input on HIV/AIDS in British Occupational Therapy Schools

1994 ◽  
Vol 57 (3) ◽  
pp. 76-78
Author(s):  
Sue Rugg
Keyword(s):  
Occupational Therapy ◽  
Small Group ◽  
Occupational Therapists ◽  
Postal Survey ◽  
Occupational Therapy Students ◽  
Group Settings ◽  
Hiv Aids

This article presents the results of a national postal survey to determine the type and amount of educational input on HIV/AIDS received by British occupational therapy students. All respondents (18/25 courses, 72%) indicated that they currently provided such input, with an average of 11.9 hours of course time being devoted to it. The majority of presenters were occupational therapists, although colleagues from many other backgrounds were also involved. Much of the material was considered in small group settings, with the content being balanced among a range of aspects. The article concludes that most British occupational therapy students are ‘positively prepared’ to work with clients with HIV/AIDS.

scholarly journals Validating an Academic Group Tutorial Discussion Speaking Test

2016 ◽  
Vol 6 (4) ◽  
pp. 12 ◽  
Author(s):  
Peter Crosthwaite ◽  
Simon Boynton ◽  
Sam Cole
Keyword(s):  
Language Proficiency ◽  
Visual Cues ◽  
Intraclass Correlation ◽  
Active Listening ◽  
Speaking Test ◽  
Group Settings ◽  
Threats To Validity ◽  
Freshmen Students ◽  
Post Hoc ◽  
Academic Group

<p>This study attempts to validate an academic group tutorial discussion speaking test for undergraduate freshmen students taking initial EAP training at a university in Hong Kong in terms of task, rater and criterion validity. Three quantitative measures (Cronbach’s Alpha, Intraclass Correlation Coefficient, and Exploratory Factor Analysis) are used to assess validity of rater scores for the test using a rubric with considerations for assessment of academic stance presentation, inter-candidate interaction, and individual language proficiency. These results are triangulated with post-hoc interview data from the raters regarding the difficulties they face assessing individual proficiency and group interaction over time. The results suggest that current provisions of the rubric in dealing with the assessment of interaction in group settings (namely visual cues such as “active listening” as well as provisions for interruptions in the form of “domination”) are problematic, and that raters are unable to separate the grading of academic stance from the grading of language concerns. We also note affective and cognitive difficulties involved with assessing extended periods of interactional discourse including student talking time (or lack of it), the group dynamic, and raters” personal beliefs and practice as threats to validity that the statistical measurements were unable to capture. A new sample rubric and further suggestions for improving the validity of group tutorial assessments are provided.</p>

scholarly journals The Challenge of Accommodation in Higher Education: A Survey of Adaptive Technology Use in Ontario Universities

2006 ◽  
Vol 4 (1) ◽  
Author(s):  
Carla Abreu-Ellis ◽  
Jason Brent Ellis
Keyword(s):  
Students With Disabilities ◽  
Technology Use ◽  
Online Survey ◽  
Service Providers ◽  
Low Cost ◽  
Adaptive Technology ◽  
Disability Service Providers ◽  
Group Settings ◽  
Available Technology ◽  
Adaptive Technologies

This paper provides an overview of adaptive technologies currently being used in Ontario Universities. Results of this study may help disability service providers in Ontario in understanding the current challenges of training students with disabilities in using adaptive technologies as well as improving service delivery methods. Participants were recruited through a listserv and asked to answer an online survey. Data were analyzed using descriptive statistics and anecdotal narratives. Results indicated that students with learning disabilities are not familiar with adaptive technologies that would best suit their academic needs and that training in adaptive technology occurred on an individual basis or in small group settings as opposed to large groups. Participants indicated that they use low-cost equivalents and adaptive technologies housed in open laboratories in order to serve students with financial needs. Challenges faced by Assistive technologists included: consistency in assistive technology use by the students they serve, effective training while semester coursework is in progress, and fitting individuals with very unique needs to the available technology. A series of best practices and accomplishments were identified by the participants.

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