Communication Recovery Groups for Persons with Aphasia: A Replicable Program for Medical and University Settings

2014 ◽  
Vol 24 (3) ◽  
pp. 106-113 ◽  
Author(s):  
Candace Vickers ◽  
Darla Hagge
Keyword(s):  
Medical Setting ◽  
Group Program ◽  
Intake Process ◽  
Student Volunteers ◽  
Group Members ◽  
University Settings ◽  
University Setting ◽  
Recovery Groups

This article describes Communication Recovery Groups (CRG), an aphasia group program that is sponsored by a medical setting and more recently a university setting. CRG's history and approach and its model of service in light of current healthcare challenges are summarized. The article also provides a detailed discussion regarding the logistics of offering conversation groups to persons with aphasia which are sponsored by medical and/or university settings, the intake process for new group members, and the training of student volunteers to help lead conversation groups.

scholarly journals Impacts of vaccination and asymptomatic testing on SARS-CoV-2 transmission dynamics in a university setting

2021 ◽  
Author(s):  
Emily J Nixon ◽  
Amy C Thomas ◽  
Daniel A Stocks ◽  
Antoine M. G. Barreaux ◽  
Gibran Hemani ◽  
...  
Keyword(s):  
Cumulative Incidence ◽  
Compartmental Model ◽  
Student Population ◽  
University Student ◽  
Vaccine Uptake ◽  
Transmission Dynamics ◽  
Testing Uptake ◽  
University Settings ◽  
The Impact ◽  
University Setting

We investigate the impact of vaccination and asymptomatic testing uptake on SARS-CoV-2 transmission in a university student population using a stochastic compartmental model. We find that the magnitude and timing of outbreaks is highly variable under different vaccine uptake levels. With low level interventions (no asymptomatic testing, 30% vaccinated), 53-71% of students become infected during the first term; with high interventions (90% using asymptomatic testing, 90% vaccinated) cumulative incidence is 7-9%, with around 80% of these cases estimated to be asymptomatic. Asymptomatic testing is most useful when vaccine uptake is low: when 30% of students are vaccinated, 90% uptake of asymptomatic testing leads to almost half the case numbers. Under high levels of vaccine uptake (70-90%), case numbers in the student population are largely driven by community importation. Our findings suggest that vaccination is critical for controlling SARS-CoV-2 transmission in university settings with asymptomatic testing being a useful supporting measure.

scholarly journals EFEKTIVITAS KEGIATAN KELOMPOK USAHA BERSAMA (KUBE) RAFFLESIA KABUPATEN BENGKULU UTARA

2020 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Devia Wanda ◽  
Ilham Adbullah ◽  
Parlan Parlan
Keyword(s):  
Public Interest ◽  
Qualitative Method ◽  
Business Group ◽  
Group Program ◽  
The Public ◽  
The North ◽  
Timing Data ◽  
Group Members ◽  
Three Stages ◽  
Advance Planning

General objective of this study was to determine the effectiveness of activities done by Rafflesia Business Group at the North Bengkulu. And the specific purpose of this study was to determine the planning, implementation, efforts to increase its capabilities to the members in the group, infrastructure, and the evaluation of Business Group program. The method of this study was a qualitative method and the data collection techniques used was interview, observation and documentation. The subjects of this research was Rafflesia Business Group board consisted of Chairman, Secretary, Treasurer and Members. In order to prove the validity of the research, it was checked by using the triangulation of data sources, techniques and timing. Data were analyzed through three stages, which were data reduction, presentation and conclusion. The research found that the first, Rafflesia Business Group did not use specific standards in planning the program it was only seen from the public interest, the planning was done with the consensus of the members. Second, implementation, Rafflesia Business Group implemented the program in accordance with the initial plan that had been prepared in advance with the cooperation of members to achieve production. Third, the efforts to increase the member participation in the group, members of the business made another attempt at Business Group. But they were always working to improve Business Group program in order to create new innovations. Fourth, influence of infrastructure, KUBE Rafflesia had sufficient infrastructure and assist in achieving the results of Business Group’s program. Fifth evaluation, the evaluation was done associated with the planning done by the consensus of members, the implementation that was done matched with the advance planning in which the members were cooperated, the efforts to increased members participation in which they were always attempted to give new innovations for Business Group’s program, and the infrastructure supported in achieving the results of Business Group. Keywords: Effectiveness, Business Group, entrepreneurship

Facilitator Behaviors Leading to Engagement and Disengagement in Aphasia Conversation Groups

2020 ◽  
Vol 29 (1S) ◽  
pp. 393-411
Author(s):  
Jaime B. Lee ◽  
Jamie H. Azios
Keyword(s):  
Discourse Analysis ◽  
Graduate Student ◽  
Group Cohesion ◽  
Multimodal Communication ◽  
Participant Engagement ◽  
Group Members ◽  
Group Sessions ◽  
University Settings ◽  
Engagement And Disengagement ◽  
Communication Supports

Purpose Researchers have identified features of successful aphasia conversation groups and clinician behaviors leading to engagement and group cohesion. There has been less focus in the literature on facilitator behaviors that hinder participation or result in disengagement. This study aims to explore the behaviors of graduate student facilitators that contribute to and detract from engagement in aphasia conversation groups. Method Data were drawn from 4 conversation group sessions from 2 different university settings. Groups included 1 graduate student facilitator and 3 or more persons with aphasia. Sociolinguistic discourse analysis was applied to transcripts of group sessions. Results Three broad patterns detailing facilitator behaviors were identified. Several facilitator actions contributing to engagement were noted, including strategic use of topic elicitors, multimodal communication supports, and techniques to avoid interactional asymmetry. Behaviors associated with participant disengagement were also noted across sessions, including restricted discourse behaviors and difficulty managing the competing needs of participants. Engagement and disengagement were the product of several coordinating actions of the facilitator and group members that together influenced participation in conversation. Conclusion Results suggest that novice facilitators exhibit behaviors that contribute to and detract from participant engagement in aphasia conversation groups. Findings, discussed within the context of the literature on well-managed groups, highlight the skill required in managing the needs of participants with aphasia and knowing how and when to employ clinician-led strategies.

A Mindfulness-Based Intervention for College Students, Faculty, and Staff: A Preliminary Investigation

2019 ◽  
Vol 18 (3) ◽  
pp. 185-199
Author(s):  
Michael Juberg ◽  
Samuel D. Spencer ◽  
Timothy J. Martin ◽  
Jonas Vibell ◽  
Alexandra da Costa Ferro ◽  
...  
Keyword(s):  
Therapeutic Process ◽  
Preliminary Investigation ◽  
Ethnically Diverse ◽  
Process Of Change ◽  
Transdiagnostic Treatment ◽  
Group Format ◽  
Complicating Factors ◽  
University Settings ◽  
University Setting

This group case study describes the course of an eight-session mindfulness-based intervention (MBI) for nonclinical, yet psychologically distressed, individuals in a university setting. The present MBI was adapted from mindfulness-based cognitive therapy (MBCT), which was initially developed for treatment-resistant depressed patients. The treatment rationale and its application to a university population are discussed and the protocol is described session-by-session along with the therapeutic process of change targeted in each session. Treatment feasibility, acceptance, and patient satisfaction are reviewed in consideration of outcome and process of change variables as captured by quantitative and qualitative data. The complicating factors, accessibility, and barriers of the group format, and treatment implications of MBIs are considered within the context of an ethnically diverse university sample. Furthermore, we provide recommendations for clinicians in university settings, highlighting how MBIs can be used as a transdiagnostic treatment for stress, anxiety, and depressogenic thinking in ethnically diverse populations.

Enrollment Growth Rate Slows; Field's Focus on Undergraduate Education at Odds with University Setting

2005 ◽  
Vol 60 (3) ◽  
pp. 286-314 ◽  
Author(s):  
Lee B. Becker ◽  
Tudor Vlad ◽  
Amy Jo Coffey ◽  
Maria Tucker
Keyword(s):  
Growth Rate ◽  
Graduate Education ◽  
Undergraduate Education ◽  
Mass Communication ◽  
Undergraduate Level ◽  
The Future ◽  
Undergraduate Programs ◽  
University Settings ◽  
University Setting

Undergraduate and graduate enrollments in the field of journalism and mass communication grew again in the autumn of 2004, but at rates considerably smaller than in recent years. Enrollment at the freshman level was considerably higher than a year earlier, however, suggesting increased enrollment demand at the undergraduate level for the future. While the field of journalism and mass communication is heavily slanted toward undergraduate education, new analyses show that these undergraduate programs are mostly in university settings where graduate education is highly valued. Journalism and mass communication as a field clearly underperforms in terms of graduate education.

scholarly journals Students’ Views Towards SARS-CoV-2 Mass Asymptomatic Testing, Social Distancing and Self-Isolation in a University Setting during the COVID-19 Pandemic: A Qualitative Study

2021 ◽  
Author(s):  
Holly Blake ◽  
Holly Knight ◽  
Ru Jia ◽  
Jessica Corner ◽  
Joanne R Morling ◽  
...  
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
University Students ◽  
Education Institution ◽  
Tier 2 ◽  
Social Distancing ◽  
University Settings ◽  
University Setting ◽  
Protective Behaviours

We aimed to explore university students’ perceptions and experiences of SARS-CoV-2 mass asymptomatic testing, social distancing and self-isolation during the COVID-19 pandemic. This qualitative study comprised of four rapid online focus groups conducted at a higher education institution in England during high alert (tier 2) national COVID-19 restrictions. Data were analysed thematically. Participants were purposively sampled university students (n = 25) representing a range of gender, age, living circumstances (on/off campus) and SARS-CoV-2 testing/self-isolation experiences. Six themes with 16 sub-themes emerged from the analysis of the qualitative data: ‘Term-time Experiences’, ‘Risk Perception and Worry’, ‘Engagement in Protective Behaviours’, ‘Openness to Testing’, ‘Barriers to Testing’ and ‘General Wellbeing’. Students described feeling safe on campus, believed most of their peers are adherent to protective behaviours and were positive towards asymptomatic testing in university settings. University communications about COVID-19 testing and social behaviours need to be timely and presented in a more inclusive way to reach groups of students who currently feel marginalised. Barriers to engagement with SARS-CoV-2 testing, social distancing and self-isolation were primarily associated with fear of the mental health impacts of self-isolation, including worry about how they will cope, high anxiety, low mood, guilt relating to impact on others and loneliness. Loneliness in students could be mitigated through increased intra-university communications and a focus on establishment of low COVID-risk social activities to help students build and enhance their social support networks. These findings are particularly pertinent in the context of mass asymptomatic testing programmes being implemented in educational settings and high numbers of students being required to self-isolate. Universities need to determine the support needs of students during self-isolation and prepare for the long-term impacts of the pandemic on student mental health and welfare support services.

scholarly journals Understanding and Application of Culturally Diverse Issues Within University Settings

1998 ◽  
Vol 28 (1) ◽  
pp. 105-128
Author(s):  
Barry L. Hall ◽  
Judith C. Kulig ◽  
Karran Thorpe ◽  
Lucia Pfeutl
Keyword(s):  
Teaching And Learning ◽  
Culturally Diverse ◽  
Learning Needs ◽  
Professional Lives ◽  
Cultural Issues ◽  
Culturally Diverse Students ◽  
Knowledge And Beliefs ◽  
The University ◽  
University Settings ◽  
University Setting

This qualitative study focused on exploring the knowledge and beliefs of university faculty, staff and students regarding: the effects of multi-culturalism and immigration on their professional lives; the influence of cultural issues within the university setting; and, finally, the teaching and learning needs of culturally diverse students. The major findings include the limited knowledge base held by all groups in the sample about multi- culturalism and immigration with subsequent little effect on their professionall lives. However, of the three groups, the student group more readily recognized that they have little preparation for the multicultural interactions that will occur in their future professional practices. Although some faculty members included other teaching experiences and strategies to expose students to diversity, they also admitted to a lack of expertise in this area.

scholarly journals Students’ Views towards Sars-Cov-2 Mass Asymptomatic Testing, Social Distancing and Self-Isolation in a University Setting during the COVID-19 Pandemic: A Qualitative Study

2021 ◽  
Vol 18 (8) ◽  
pp. 4182
Author(s):  
Holly Blake ◽  
Holly Knight ◽  
Ru Jia ◽  
Jessica Corner ◽  
Joanne R. Morling ◽  
...  
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
University Students ◽  
Education Institution ◽  
Tier 2 ◽  
Social Distancing ◽  
University Settings ◽  
University Setting ◽  
Protective Behaviours

We aimed to explore university students’ perceptions and experiences of SARS-CoV-2 mass asymptomatic testing, social distancing and self-isolation, during the COVID-19 pandemic. This qualitative study comprised of four rapid online focus groups conducted at a higher education institution in England, during high alert (tier 2) national COVID-19 restrictions. Participants were purposively sampled university students (n = 25) representing a range of gender, age, living circumstances (on/off campus), and SARS-CoV-2 testing/self-isolation experiences. Data were analysed using an inductive thematic approach. Six themes with 16 sub-themes emerged from the analysis of the qualitative data: ‘Term-time Experiences’, ‘Risk Perception and Worry’, ‘Engagement in Protective Behaviours’, ‘Openness to Testing’, ‘Barriers to Testing’ and ‘General Wellbeing’. Students described feeling safe on campus, believed most of their peers are adherent to protective behaviours and were positive towards asymptomatic testing in university settings. University communications about COVID-19 testing and social behaviours need to be timely and presented in a more inclusive way to reach groups of students who currently feel marginalised. Barriers to engagement with SARS-CoV-2 testing, social distancing and self-isolation were primarily associated with fear of the mental health impacts of self-isolation, including worry about how they will cope, high anxiety, low mood, guilt relating to impact on others and loneliness. Loneliness in students could be mitigated through increased intra-university communications and a focus on establishment of low COVID-risk social activities to help students build and enhance their social support networks. These findings are particularly pertinent in the context of mass asymptomatic testing programmes being implemented in educational settings and high numbers of students being required to self-isolate. Universities need to determine the support needs of students during self-isolation and prepare for the long-term impacts of the pandemic on student mental health and welfare support services.

The power of norms to sway fused group members

2018 ◽  
Vol 41 ◽  
Author(s):  
Winnifred R. Louis ◽  
Craig McGarty ◽  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Fathali M. Moghaddam
Keyword(s):  
Evolutionary Anthropology ◽  
Normative Systems ◽  
Violent Extremism ◽  
Identity Fusion ◽  
Group Members

AbstractWhitehouse adapts insights from evolutionary anthropology to interpret extreme self-sacrifice through the concept of identity fusion. The model neglects the role of normative systems in shaping behaviors, especially in relation to violent extremism. In peaceful groups, increasing fusion will actually decrease extremism. Groups collectively appraise threats and opportunities, actively debate action options, and rarely choose violence toward self or others.

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