Changing Disruptive Behaviour in an Adult Training Centre Client

1988 ◽  
Vol 16 (2) ◽  
pp. 108-114 ◽  
Author(s):  
Mike Andrews
Keyword(s):  
Young Woman ◽  
Disruptive Behaviour ◽  
Training Centre ◽  
Her Family ◽  
Mental Handicap ◽  
Problem Behaviours ◽  
Disruptive Behaviours ◽  
Adult Training ◽  
Social Behaviours

A DRO approach was used to teach positive social behaviours in a young woman with mental handicap, and to decrease aggressive and disruptive behaviours. Reprimands were used on a few occasions for serious problem behaviours and did not result in an increase in these behaviours. As the problem behaviours receded the young woman became apparently happier and developed better relationships with her family, peers and Centre staff, and the improvement has been maintained over three years.

Replication of Nonvocal System for Teaching Nonreaders to Read in an Adult Training Centre

1988 ◽  
Vol 66 (1) ◽  
pp. 192-194
Author(s):  
Alan Hills
Keyword(s):  
Social Services ◽  
Service Provision ◽  
Original Study ◽  
Training Centre ◽  
Sheltered Workshop ◽  
Communication Difficulties ◽  
Educational Situation ◽  
Mental Handicaps ◽  
Adult Training ◽  
The Uk

An attempt was made to replicate a study to evaluate a system used by Kuntz, et al. in 1978 to teach children with mental handicaps to read. The original study was done in a children's hospital training centre with children who had considerable communication difficulties, whereas the present study was undertaken with adults with mental handicaps in an adult training centre. In the UK, adult training centres are currently at the centre of service provision by Social Services for the instruction of adults with mental handicaps, providing both a sheltered workshop and a practical educational situation. Nine out of 33 nonreaders completed the programme so the success rate was well short of that of the original study.

scholarly journals The Use of Group Therapy as a Means of Facilitating Cognitive–Behavioural Instruction for Adolescents With Disruptive Behaviour

2006 ◽  
Vol 16 (2) ◽  
pp. 233-248 ◽  
Author(s):  
Stephen Larmar
Keyword(s):  
Group Therapy ◽  
Role Models ◽  
Behavioural Therapy ◽  
Disruptive Behaviour ◽  
Group Discussions ◽  
Adolescent Students ◽  
Cognitive Behavioural ◽  
Cognitive Behaviour ◽  
Disruptive Behaviours ◽  
Prosocial Behaviours

AbstractThis article reports on the findings of an action research enquiry examining the efficacy of group therapy as a means of facilitating cognitive–behavioural instruction for students who exhibit disruptive behaviours. A curriculum comprising the key tenets of cognitive–behaviour modification was developed and taught over a 9-week period to a group of 12 Year 7 adolescent students selected from a primary school in the Brisbane metropolitan district, Queensland, Australia. Six of the participants for the investigation were identified as ‘at-risk’ of engaging in disruptive behaviours based on extensive observations from members of the school administration team. The remaining students served as role models of prosocial behaviours throughout the intervention. Each session incorporated group discussions and physical challenges that were formulated to facilitate investigation of key concepts of cognitive– behavioural therapy. The findings that emerged from the investigation provide support for the use of group therapy for this form of intervention.

Death and the Maiden in Philostratus, About Apollonius of Tyana 4.45

Mnemosyne ◽  
2022 ◽  
Vol 75 (1) ◽  
pp. 169-206
Author(s):  
Danny Praet
Keyword(s):  
Young Woman ◽  
Ontological Status ◽  
Technical Term ◽  
Her Family ◽  
Suspension Of Judgment

Abstract The Vita Apollonii leaves much open to interpretation. In 4.45 Philostratus tells us about a young woman who was thought dead by her family and the whole of Rome. Apollonius whispers something in her ear and the maiden starts talking again. The narrator comments it was impossible for the bystanders and still is impossible for him to say whether the girl was really dead or not: whether it was a case of Scheintod which proved Apollonius’s extraordinary powers of observation or whether it was a resurrection-miracle which would signal a special ontological status for ‘the man’ from Tyana. In his suspension of judgment, Philostratus uses the words arrhêtos hê katalêpsis combining a technical term from Stoic epistemology (katalêpsis) with a concept related to the Mysteries (arrhêtos). We discuss the Philostratean interpretative strategies, link them to the Pythagorean tradition of selective communication, and read the reference in this chapter to the story of Alcestis to the epistemological debates between Stoics and Skeptics about the limits of human wisdom.

A Problem of Sexual Behaviour Presenting in an Adult Training Centre

1988 ◽  
Vol 16 (2) ◽  
pp. 95-101
Author(s):  
Georgiana Robertson
Keyword(s):  
Sexual Behaviour ◽  
Training Centre ◽  
Sexual Activities ◽  
Behavioural Approach ◽  
Adult Training

A young man's serious sexual misbehaviour, which resulted in his being banned from his ATC, was tackled using a behavioural approach (reinforcement of appropriate behaviours) and counselling. This combined programme had an immediate effect in reducing his overt sexual activities at the Centre and promoting his acceptability there which has been maintained in the succeeding three years. The token system used helped not only to structure the young man's response but also, as concrete evidence of his success, to change attitudes towards him of Centre staff.

scholarly journals (P1-44) Health Emergency and Disaster Management Training for Health Professionals

2011 ◽  
Vol 26 (S1) ◽  
pp. s112-s113
Author(s):  
A.U.K. Godamunne ◽  
D.M.G. Fernando ◽  
S.U.B. Tennakoon
Keyword(s):  
Public Health ◽  
Sri Lanka ◽  
Disaster Management ◽  
Emergency Care ◽  
Health Professionals ◽  
Management Training ◽  
Training Centre ◽  
Management Concepts ◽  
Adult Training ◽  
Training Programmes

BackgroundSri Lanka has learned, with contributions from a 30-year war and a tsunami, that disasters happen when and where least expected. Thus the Health Emergency and Disaster Management Training Centre (HEDMaTC) of the Faculty of Medicine, University of Peradeniya was established to prepare Sri Lankan healthcare workers for all forms of health disasters.DescriptionHEDMaTC conducts training programmes for health professionals, including medical doctors, nurses, emergency technical officers, ambulance drivers and porters. As these are adult training programmes practical methods of training such as drills, workstations, group work and hands on training have been used, in addition to lectures. Emergency care equipment, specific kits and techniques and desktop exercises are used to demonstrate protocols of emergency management and discuss principles of risk management, disaster management concepts, conceptual and technical challenges in measuring disasters and their impact on public health and its effective management. Participants prepare action plans for their individual institution based on the knowledge gained and are discussed in follow up programmes a month later.OutcomeHEDMaTC is the only institution in Sri Lanka that is accredited by the Ministry of Health, Sri Lanka to train their staff in disaster management. HEDMaTC has trained 200 personnel in Public Health Emergency and Disaster Management, 117 in Sexual and Reproductive Health Services in Crises and 1034 in pre-hospital emergency care. The trained personnel were mobilized to the North and East of the country to handle healthcare issues, ranging from administration to ground work, of almost 300,000 displaced civilians in 2009 with a very satisfactory outcome.RecommendationsThe training methods used in these programmes are especially beneficial in adult training and it is to be recommended. We also recommend that HEDMaTC to be developed as a regional training center for South Asia.

Psychiatric disorder in an adult training centre and a hospital for the mentally handicapped

1977 ◽  
Vol 7 (3) ◽  
pp. 525-528 ◽  
Author(s):  
Brian R. Ballinger ◽  
Andrew H. Reid
Keyword(s):  
Psychiatric Disorder ◽  
Psychiatric Symptoms ◽  
Adult Patients ◽  
Mentally Handicapped ◽  
Psychiatric Disturbance ◽  
Psychiatric Interview ◽  
Training Centre ◽  
Adult Training ◽  
Mental Subnormality

SynopsisSeventy-five mentally handicapped adult individuals attending a training centre were compared with 75 adult patients in a mental subnormality hospital using a standardized psychiatric interview. Ten of the individuals at the training centre were rated in the pathological range for overall psychiatric disturbance compared with 23 patients in hospital. Details are presented for the various psychiatric symptoms.

Children’s persistent lying, gender differences, and disruptive behaviours: A longitudinal perspective

2000 ◽  
Vol 24 (2) ◽  
pp. 213-221 ◽  
Author(s):  
Jean Gervais ◽  
Richard E. Tremblay ◽  
Lyse Desmarais-Gervais ◽  
Frank Vitaro
Keyword(s):  
Gender Differences ◽  
Longitudinal Data ◽  
Population Sample ◽  
Behaviour Problems ◽  
Disruptive Behaviour ◽  
Future Studies ◽  
Different Ages ◽  
Disruptive Behaviours ◽  
Disruptive Behaviour Problems ◽  
The Stability

Background: Although lying by children can be a serious problem for parents and educators, there are hardly any longitudinal data to help understand its development. The aim of this study was to understand the stability of consistent lying from 6 to 8 years of age, and its association with other behaviour problems rated concurrently and subsequently. Methods: Teachers and mothers rated lying and disruptive behaviours of a population sample of boys ( N = 549) and girls ( N = 579) for three consecutive years when the children were 6, 7, and 8. Teachers also rated children’s disruptive behaviours at ages 10 and 11. Results: Mothers tended to rate their children as lying more often than teachers did. Girls were rated by both adults and across ages, as lying less than boys. The number of consistent liars (i.e., lying according to both adults at a given age) was the same at different ages. Persistent liars (consistent liars from ages 6 to 8) were rated more disruptive concurrently and subsequently by teachers. However, their disruptive behaviours did not increase from ages 6, 7, and 8 through ages 10 and 11 compared to other groups. Conclusions: Lying is common for 6- to 8-year-old children, but more frequent for males. Frequent lying, as reported by mothers and teachers, appears to become persistent by 7 years of age. Persistent lying was concurrently associated to disruptive behaviour problems. Some patterns of lying were also predictive of increases in disruptive behaviour but this finding was inconsistent and suggested the need for further research. Future studies need also to focus on the content of the lies, and their timing, to understand their function.

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