Implementation of an Adherence Counseling Intervention in a Microbicide Trial: Challenges in Changing Counselor Behavior

2014 ◽  
Vol 30 (S1) ◽  
pp. A255-A255 ◽  
Author(s):  
Iván Balán ◽  
Alex Carballo-Diéguez ◽  
Rebecca Giguere ◽  
Javier Lama ◽  
Ross Cranston
2020 ◽  
Vol 32 (6) ◽  
pp. 512-527
Author(s):  
Cody Lentz ◽  
Rebecca Giguere ◽  
Bryan A. Kutner ◽  
Curtis Dolezal ◽  
Clare Kajura-Manyindo ◽  
...  

Research is needed to identify how to effectively tailor evidence-based interventions across cultures with limited resources, particularly for behavioral components in large HIV prevention trials. Through surveys and interviews with counselors of sub-Saharan African women during an open-label microbicide trial (MTN-025), we examined language, education, and cultural barriers in delivering a motivational interviewing–based adherence counseling intervention (i.e., Options Counseling). Counselors encountered an array of barriers, most prominently that participants struggled to comprehend culturally incongruent pictorial guides, such as traffic light images, and to uphold product use when primary partners disapproved. Overwhelmingly, counselors cited the intervention's inherent flexibility as an asset; it encouraged them to tailor language and examples to be more culturally relevant to participants. Future resource-conscious researchers may preemptively offset similar barriers by consulting with communities during intervention development. Similarly, affording counselors flexibility while delivering the chosen intervention may enable them to troubleshoot barriers that arise on the ground.


Author(s):  
Marta Garrett

When counselors and therapists think of using the sandtray as a counseling intervention, they often think sandtray work only as a play-therapy intervention for children (Hunter, 1998). However, over the last several decades, sandtrays have been included in counseling adolescents and adults more and more frequently (Homeyer & Sweeney, 2011). When sandtrays are used from a Jungian perspective, this work is often referred to as “sandplay” but today, sandtray work with adults from a variety of theoretical perspectives is growing in popularity (Boik & Godwin, 2000; DeDomenico, 1995). This article discusses the use of the sandtray as an expressive intervention with adult therapy clients acknowledging there are many theoretical options available to the therapist and outlines how sandtray work (ST) is uniquely suited for a variety of adult counseling populations from diverse cultures and ethnic backgrounds.


2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Laney K. Jones ◽  
Megan McMinn ◽  
David Kann ◽  
Michael Lesko ◽  
Amy C. Sturm ◽  
...  

Abstract Background Individuals with complex dyslipidemia, or those with medication intolerance, are often difficult to manage in primary care. They require the additional attention, expertise, and adherence counseling that occurs in multidisciplinary lipid clinics (MDLCs). We conducted a program evaluation of the first year of a newly implemented MDLC utilizing the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework to provide empirical data not only on program effectiveness, but also on components important to local sustainability and future generalizability. Methods The purpose of the MDLC is to increase the uptake of guideline-based care for lipid conditions. Established in 2019, the MDLC provides care via a centralized clinic location within the healthcare system. Primary care providers and cardiologists were invited to refer individuals with lipid conditions. Using a pre/post-study design, we evaluated the implementation outcomes from the MDLC using the RE-AIM framework. Results In 2019, 420 referrals were made to the MDLC (reach). Referrals were made by 19% (148) of the 796 active cardiology and primary care providers, with an average of 35 patient referrals per month in 2019 (SD 12) (adoption). The MDLC saw 83 patients in 2019 (reach). Additionally, 50% (41/82) had at least one follow-up MDLC visit, and 12% (10/82) had two or more follow-up visits in 2019 (implementation). In patients seen by the MDLC, we found an improved diagnosis of specific lipid conditions (FH (familial hypercholesterolemia), hypertriglyceridemia, and dyslipidemia), increased prescribing of evidence-based therapies, high rates of medication prior authorization approvals, and significant reductions in lipid levels by lipid condition subgroup (effectiveness). Over time, the operations team decided to transition from in-person follow-up to telehealth appointments to increase capacity and sustain the clinic (maintenance). Conclusions Despite limited reach and adoption of the MDLC, we found a large intervention effect that included improved diagnosis, increased prescribing of guideline-recommended treatments, and clinically significant reduction of lipid levels. Attention to factors including solutions to decrease the large burden of unseen referrals, discussion of the appropriate number and duration of visits, and sustainability of the clinic model could aid in enhancing the success of the MDLC and improving outcomes for more patients throughout the system.


2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.


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