On training group facilitators: challenges and dilemmas

2019 ◽  
Vol 19 (3) ◽  
pp. 208-214
Author(s):  
Colin Lago ◽  
Dot Clark ◽  
John Wilson
Keyword(s):  
Training Group ◽  
Group Facilitators

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

Exploration-Stage Implementation Variation

2014 ◽  
Vol 222 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Stephanie Romney ◽  
Nathaniel Israel ◽  
Danijela Zlatevski
Keyword(s):  
Parent Training ◽  
Average Cost ◽  
Cost Savings ◽  
Training Group ◽  
Group Differences ◽  
Triple P ◽  
Community Based ◽  
Parent Training Program ◽  
A Site ◽  
The Cost

The present study examines the effect of agency-level implementation variation on the cost-effectiveness of an evidence-based parent training program (Positive Parenting Program: “Triple P”). Staff from six community-based agencies participated in a five-day training to prepare them to deliver a 12-week Triple P parent training group to caregivers. Prior to the training, administrators and staff from four of the agencies completed a site readiness process intended to prepare them for the implementation demands of successfully delivering the group, while the other two agencies did not complete the process. Following the delivery of each agency’s first Triple P group, the graduation rate and average cost per class graduate were calculated. The average cost-per-graduate was over seven times higher for the two agencies that had not completed the readiness process than for the four completing agencies ($7,811 vs. $1,052). The contrast in costs was due to high participant attrition in the Triple P groups delivered by the two agencies that did not complete the readiness process. The odds of Triple P participants graduating were 12.2 times greater for those in groups run by sites that had completed the readiness process. This differential attrition was not accounted for by between-group differences in participant characteristics at pretest. While the natural design of this study limits the ability to empirically test all alternative explanations, these findings indicate a striking cost savings for sites completing the readiness process and support the thoughtful application of readiness procedures in the early stages of an implementation initiative.

The role of attachment anxiety and avoidance for reduced interpersonal problems in training group analytic therapy.

2020 ◽  
Vol 24 (1) ◽  
pp. 26-41
Author(s):  
Kai Leitemo ◽  
Hanne Sofie Berg Vestbø ◽  
Jan Vegard Bakali ◽  
Helene A. Nissen-Lie
Keyword(s):  
Interpersonal Problems ◽  
Training Group ◽  
Attachment Anxiety ◽  
Analytic Therapy

Course-Based Support for Peer-Led Study Group Facilitators in a Large Instructional Team

2018 ◽  
Vol 047 (04) ◽  
Author(s):  
Rachel Barnard ◽  
Allison Boone ◽  
Claire Sandler ◽  
Jordan Boothe ◽  
Joe Salvatore ◽  
...  
Keyword(s):  
Study Group ◽  
Group Facilitators

Counselling the Relatives of the Long-Term Adult Mentally Ill

1989 ◽  
Vol 154 (6) ◽  
pp. 775-782 ◽  
Author(s):  
Liz Kuipers ◽  
Brigid MacCarthy ◽  
Jane Hurry ◽  
Rod Harper ◽  
Alain LeSage
Keyword(s):  
Family Relationships ◽  
Mentally Ill ◽  
Expressed Emotion ◽  
Realistic Model ◽  
Education Session ◽  
Term Care ◽  
Interactive Education ◽  
Severely Mentally Ill ◽  
Group Facilitators

A psychosocial intervention is described geared to the needs of carers of the long-term mentally ill, which is feasible for a busy clinical team to implement: relatives were not selected for the group by patient diagnosis or motivation and little extra staff input was required. An interactive education session at home was followed by a monthly relatives group which aimed to reduce components of expressed emotion (EE) and to alleviate burden. The group facilitators adopted a directive but non-judgemental style, and constructive coping efforts were encouraged. The intervention was effective at reducing EE and improving family relationships. The study offers a realistic model of how to offer support to people providing long-term care for the severely mentally ill.

scholarly journals Greater Power but Not Strength Gains Using Flywheel Versus Equivolumed Traditional Strength Training in Junior Basketball Players

2021 ◽  
Vol 18 (3) ◽  
pp. 1181
Author(s):  
Marko D. M. Stojanović ◽  
Mladen Mikić ◽  
Patrik Drid ◽  
Julio Calleja-González ◽  
Nebojša Maksimović ◽  
...  
Keyword(s):  
Strength Training ◽  
Training Group ◽  
T Test ◽  
Control Group ◽  
Basketball Players ◽  
Significant Group ◽  
Sprint Time ◽  
Change Of Direction ◽  
Time Interaction ◽  
And Control

The main aim of the present study was to compare the effects of flywheel strength training and traditional strength training on fitness attributes. Thirty-six well trained junior basketball players (n = 36; 17.58 ± 0.50 years) were recruited and randomly allocated into: Flywheel group (FST; n = 12), traditional strength training group (TST; n = 12) and control group (CON; n = 12). All groups attended 5 basketball practices and one official match a week during the study period. Experimental groups additionally participated in the eight-week, 1–2 d/w equivolume intervention conducted using a flywheel device (inertia = 0.075 kg·m−2) for FST or free weights (80%1 RM) for TST. Pre-to post changes in lower limb isometric strength (ISOMET), 5 and 20 m sprint time (SPR5m and SPR20m), countermovement jump height (CMJ) and change of direction ability (t-test) were assessed with analyses of variance (3 × 2 ANOVA). Significant group-by-time interaction was found for ISOMET (F = 6.40; p = 0.000), CMJ (F = 7.45; p = 0.001), SPR5m (F = 7.45; p = 0.010) and T test (F = 10.46; p = 0.000). The results showed a significantly higher improvement in CMJ (p = 0.006; 11.7% vs. 6.8%), SPR5m (p = 0.001; 10.3% vs. 5.9%) and t-test (p = 0.045; 2.4% vs. 1.5%) for FST compared to the TST group. Simultaneously, th FST group had higher improvement in ISOMET (p = 0.014; 18.7% vs. 2.9%), CMJ (p = 0.000; 11.7% vs. 0.3%), SPR5m (p = 0.000; 10.3% vs. 3.4%) and t-test (p = 0.000; 2.4% vs. 0.6%) compared to the CON group. Players from the TST group showed better results in CMJ (p = 0.006; 6.8% vs. 0.3%) and t-test (p = 0.018; 1.5% vs. 0.6%) compared to players from the CON group. No significant group-by-time interaction was found for sprint 20 m (F = 2.52; p = 0.088). Eight weeks of flywheel training (1–2 sessions per week) performed at maximum concentric intensity induces superior improvements in CMJ, 5 m sprint time and change of direction ability than equivolumed traditional weight training in well trained junior basketball players. Accordingly, coaches and trainers could be advised to use flywheel training for developing power related performance attributes in young basketball players.

Does high-variation training facilitate transfer of training in paediatric transthoracic echocardiography?

2020 ◽  
pp. 1-7
Author(s):  
Colin J. McMahon ◽  
Sarah Gallagher ◽  
Adam James ◽  
Aoife Deery ◽  
Mark Rhodes ◽  
...  
Keyword(s):  
Transfer Of Training ◽  
Assessment Tool ◽  
Qualitative Interviews ◽  
Training Group ◽  
Variation Theory ◽  
Cardiac Lesion ◽  
Cumulative Score ◽  
Hands On ◽  
Performance Report ◽  
Technical Proficiency

Abstract Background: Factors that facilitate transfer of training in paediatric echocardiography remain poorly understood. This study assessed whether high-variation training facilitated successful transfer in paediatric echocardiography. Methods: A mixed-methods study of transfer of technical and interpretive skill application amongst postgraduate trainees. Trainees were randomised to a low or high-variation training group. After a period of 8 weeks intensive echocardiography training, we video-recorded how trainees completed an echocardiogram in a complex cardiac lesion not previously encountered. Blinded quantitative analysis and scoring of trainee performance (echocardiogram performance, report, and technical proficiency) were performed using a validated assessment tool by a blinded cardiologist and senior cardiac physiologist. Qualitative interviews of the trainees were recorded to ascertain trainee experiences during the training and transfer process. Results: Sixteen trainees were enrolled in the study. For the cumulative score for all three components tested (echocardiogram performance, report, and technical proficiency), χ2 = 8.223, p = .016, which showed the high-variation group outperformed the low-variation group. Two common themes which assisted in the transfer emerged from interviews are as follows: (1) use of strategies described in variation theory to describe abnormal hearts, (2) the use of formative live feedback from trainers during hands-on training. Conclusion: Training strategies exposing trainees to high-variation training may aid transfer of paediatric echocardiography skills.

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