Enhancing motivation and self-efficacy for safety plan use: Incorporating motivational interviewing strategies in a brief safety planning intervention for adolescents at risk for suicide.

Psychotherapy ◽  
2021 ◽  
Author(s):  
Valerie J. Micol ◽  
David Prouty ◽  
Ewa K. Czyz
Keyword(s):  
At Risk ◽  
Motivational Interviewing ◽  
Self Efficacy ◽  
Safety Planning ◽  
Safety Plan ◽  
Planning Intervention

scholarly journals Motivational interviewing with at-risk youth (MARS) mentoring program: a targeted behavioral intervention for students in alternative settings

2019 ◽  
Author(s):  
◽  
Lauren Henry
Keyword(s):  
At Risk ◽  
Propensity Score ◽  
Alternative Education ◽  
Motivational Interviewing ◽  
Propensity Score Matching ◽  
Self Efficacy ◽  
Treatment Effects ◽  
Mentoring Program ◽  
Social Emotional ◽  
Alternative Settings

The purpose this study was to examine the treatment effects of a research-based intervention for students in alternative education: The Motivational Interviewing with At-Risk Students (MARS) Mentoring Program. Specifically, treatment effects were expected to in social, emotional, behavioral, and academic performances. MARS Mentoring is a unique program founded in self efficacy strategies, specifically Motivational Interviewing paired with behavioral modification practices. The 10-week intervention was delivered school-wide to 48 students (grades K-12). Two behavioral alternative schools also participated in data collection, serving as non-intervention schools for comparison. Outcome measures included school disciplinary actions for students (out of school suspension, office discipline referrals, and minor classroom referrals), academic performance (Math and English grade means), student self-efficacy, and targeted protective factors for students in alternative settings (using the Alternative Education Tier-3 Assessment). Two sets of analyses are presented. First, unmanipulated data from one school receiving intervention and two non-intervention schools were evaluated using simple means comparisons. In addition, to control for potential sample bias, propensity score matching methods were employed using a nearest neighbor matching algorithm. Students receiving the MARS intervention demonstrated significant improvements in social, emotional, and behavioral outcomes by establishing consistent improvements across all data analytic methods. Preliminary results indicated significant academic improvements for students enrolled in MARS Mentoring, however the model did not support significance after propensity score matching. Further implication for practice and direction for future research based on the findings are discussed.

scholarly journals Condom negotiation self-efficacy and preparatory behaviors among Mozambican women at sexual risk

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A L Patrão ◽  
T McIntyre
Keyword(s):  
At Risk ◽  
Sexual Risk ◽  
Behavioral Change ◽  
Self Efficacy ◽  
Public Hospital ◽  
Demographic Variables ◽  
African Women ◽  
Final Model ◽  
Condom Negotiation ◽  
Additional Variance

Abstract Background Preparatory behaviors (intention to use and buy/get condoms) are extremely important for sexual protection among African women, because the intentions to use and get condoms are the best predictors of effective condom use in some African contexts. However, these preventive behaviors are not as successful as desired, because they are often associated with negative meanings in the context of the sexual relationship. This study aims to identify whether condom negotiation self-efficacy is associated with sexual preparatory behaviors among Mozambican women at risk for HIV/AIDS infection. Methods Women (173), patients at a public Hospital and at risk for HIV infection, completed measures of sociodemographic and marital characteristics, condom negotiation self-efficacy, and sexual preparatory behaviors. Results Socio-demographic variables (age and education) explained 16.1% of variance (ΔF(2, 170)=16.30, p <.001), and marital variables, “marital status” and “talking about AIDS with partner” explained 22.3% of additional variance (ΔF(2, 168)=30.36, p <.001) in preparatory behaviors. The final model with condom negotiation self-efficacy explained 11.7% of additional variance (ΔF(1, 167)= 39.14, p <.001), this being the most important correlate in the model (β = .48). We observed that higher condom negotiation self-efficacy is associated with higher levels of preparatory behaviors. The overall model explained 48.6% of variance in sexual preparatory behaviors. Conclusions These results seem to support an exploratory predictive model of sexual preparatory behaviors that can inform interventions directed at behavioral change among Mozambican women at sexual risk. Key messages Women who were younger, had a higher level of education, were single, and talked about AIDS, had higher levels of preparatory behaviors. Women who had a higher level of condom negotiation self-efficacy, had higher levels of preparatory behaviors.

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

scholarly journals Effect of "Motivational Interviewing" and "Information, Motivation and Behavioral Skills” on Choosing Mode of Delivery in Pregnant Women: A Randomized Controlled Trial

2020 ◽  
Author(s):  
Mahboubeh Shirzad ◽  
Elham Shakibazadeh ◽  
Abbas Rahimi Foroushani ◽  
Mehrandokht Abedini ◽  
Hamid Poursharifi
Keyword(s):  
Cesarean Section ◽  
Motivational Interviewing ◽  
Pregnant Women ◽  
Self Efficacy ◽  
Mobile Application ◽  
Controlled Trial ◽  
Mode Of Delivery ◽  
Brief Interventions ◽  
Behavioral Skills ◽  
Face To Face

Abstract Background: Cesarean section is an important surgical procedure to save mothers and/or babies’ lives. Current trends show that the rate of Cesarean section is increasing dramatically over the years. The aims of this study were to compare the effects of "motivational interviewing" and "information, motivation and behavioral skills” model on choosing mode of delivery among pregnant women.Methods: In a four-armed, parallel-design randomized controlled trial, 120 women were randomly assigned to three brief interventions and one control groups. We recruited pregnant women referring to Ebnesina hospital, Tehran- Iran from 2019-2020. The intervention groups included: 1) motivational interviewing; 2) face-to-face information, motivation and behavioural skills model; and 3) information, motivation and behavioural skills model provided using a mobile application. The inclusion criteria were being literate, gestational age 24 to 32 weeks, being able to speak Persian, having no complications in the current pregnancy, having no indications for CS, and having enough time to participate in the study. The most important outcomes of the study included women’s intentions to undergo any mode of delivery, women’s self-efficacy in choosing the mode of delivery, and mode of delivery. Data were analyzed using descriptive statistics (mean, frequency and standard deviation), inferential statistics including independent t-test, paired t-test, Chi-squared and One-way ANOVA tests and logistic regression.Results: Following the interventions, significant differences were found in the mode of delivery (P < 0.05) and women’s self-efficacy and intention (P < 0.05). Women who had used the mobile application had more improvements in the self-efficacy and intention than the face-to-face intervention groups.Conclusions: Our study showed positive significant effects of various types of brief interventions to reduce unnecessary Cesarean section rate among the participant women. Providing the intervention using mobile application showed even better results. Our findings may contribute to a rise in normal vaginal delivery; and these simple, non-expensive, tailored to women, and culture-oriented brief interventions can be considered as appropriate strategies to reduce Cesarean section rate in local, national, and/or regional levels.Trial registration: This study has been registered in Iran Randomized Clinical Trial Center (IRCT20151208025431N7). Registered October 07, 2018.

scholarly journals Using Motivational Interviewing Within School Consultations

2021 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Motivational Interviewing ◽  
Educational Psychology ◽  
Self Efficacy ◽  
Empirical Investigation ◽  
Perceived Benefits ◽  
Structured Interviews ◽  
School Based ◽  
Supporting Teachers

Literature suggests motivational interviewing (MI) could be integrated into school consultative practice, although this has yet to be empirically investigated. MI helps promote consultee autonomy and self-efficacy, recognises practitioner experience, and could be a useful approach for supporting teachers and school-based practitioners. The current research is an empirical investigation into the integration of MI into educational psychology (EP) consultative practice. Three qualified UK-based EPs took part in semi-structured interviews after applying MI within their consultative practice over a seven-month period. Results indicated that all three participants perceived benefits and felt that the application of MI was consistent with their practice philosophy. However, all acknowledged that integrating it into consultative practice was more difficult than anticipated. Implications would include additional opportunities for EP training and reflection, and further research would be required to ascertain the usefulness of MI-based consultation for school-based practitioners.

scholarly journals Academic performance of secondary education students in socio-familial risk contexts

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Daniel Rodríguez-Rodríguez ◽  
◽  
Remedios Guzmán ◽  
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Secondary Education ◽  
Self Efficacy ◽  
At Risk Students ◽  
Familial Risk ◽  
Course Evaluation ◽  
Self Concept ◽  
Cognitive Variables ◽  
Not At Risk

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

scholarly journals Preliminary Impacts of an HIV-Prevention Program Targeting Out-of-School Youth in Postconflict Liberia

2018 ◽  
Vol 5 ◽  
pp. 2333794X1875445
Author(s):  
Stephen B. Kennedy ◽  
Katherine Atwood ◽  
Albert O. Harris ◽  
Curtis H. Taylor ◽  
Steve Shamblen ◽  
...  
Keyword(s):  
At Risk ◽  
Sexual Behaviors ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Sub Saharan Africa ◽  
Sexual Risk Taking ◽  
Community Based ◽  
Transmitted Infection ◽  
Positive Effects ◽  
Condom Attitudes

Adolescents in Sub-Saharan Africa account for greater HIV/STI (human immuno defiency virus/sexually transmitted infection) burdens and difficult-to-reach populations. This study implemented a community-based HIV/STI program to reach at-risk youth aged 15 to 17 years in postconflict Liberia. Using a randomized controlled trial, community youths were assigned to an adapted version of an effective HIV/STI program, Making Proud Choices, or attention-matched comparison curriculum, General Health Program. Both programs were of similar doses, reach and coverage, and administered in classroom settings by trained health educators. The findings suggest that the adapted HIV/STI program had positive effects on knowledge, sexual refusal and condom use self-efficacy, condom negotiation self-efficacy, positive condom attitudes, parental communication about sex, and negative condom attitudes over time. Culturally adapted community-based, behavioral-driven programs can positively affect mediators of sexual behaviors in at-risk adolescents in postconflict settings. This is the first published report of an evidence-based HIV/STI program on sexual risk-taking behaviors of community youths in Liberia.

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