IPT-AST Initial Phase

2016 ◽  
pp. 39-69
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Initial Phase ◽  
Role Play ◽  
Skills Training ◽  
Group Leader ◽  
Group Setting ◽  
Communication Analysis ◽  
Depression Prevention ◽  
Symptoms Of Depression ◽  
Group Members ◽  
Interpersonal Situations

The initial phase (sessions 1–3) of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) provides an opportunity for group members to get to know each other and feel comfortable in the group setting. These sessions are educational in tone. In session 1, group members introduce themselves, establish group rules, learn about the purpose of the group, and talk about symptoms of depression and interpersonal issues that are common in adolescence. In session 2, the leader uses activities to illustrate issues in communication, and group members role-play hypothetical interpersonal situations to illustrate the technique of communication analysis. In session 3, the group leader teaches adolescents six communication strategies and continues to use hypothetical interpersonal situations to illustrate how these strategies can be used. This chapter describes how to implement the first three group sessions of this depression prevention program.

IPT-AST Middle Phase

2016 ◽  
pp. 70-95
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Initial Phase ◽  
Interpersonal Skills ◽  
Communication Strategies ◽  
Skills Training ◽  
Role Playing ◽  
Communication Analysis ◽  
Middle Phase ◽  
Depression Prevention ◽  
Analysis Application ◽  
Interpersonal Goals

In the middle phase of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) (sessions 4–6), adolescents practice applying communication strategies to specific situations that are important to them. Sessions focus on helping adolescents work on their interpersonal goals by planning and practicing conversations using the interpersonal skills they learned during the initial phase. Communication analysis, decision analysis, application of the communication strategies, scripting, and role-playing are used to facilitate the work in middle phase. The situations of each adolescent are connected to those of others in the group, pointing out when particular strategies may be applicable in different situations and for different interpersonal goals. This chapter describes how to implement the middle phase of this depression prevention program.

Selecting Adolescents to Participate in IPT-AST

2016 ◽  
pp. 16-23
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
Prevention Program ◽  
Group Composition ◽  
Mental Health Problems ◽  
Skills Training ◽  
Target Population ◽  
Interpersonal Psychotherapy ◽  
Group Setting ◽  
Depression Prevention ◽  
Symptoms Of Depression

This chapter describes the process of selecting adolescents to participate in Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST), including considerations regarding target population and level of prevention. This chapter includes a detailed discussion of how to conduct a clinical interview to determine appropriateness for this depression prevention program. The importance of thoroughly assessing symptoms of depression as well as other mental health problems is discussed. The authors describe considerations that can help to determine whether or not a particular adolescent is an appropriate candidate for IPT-AST, including mental health diagnoses, interpersonal functioning, and the adolescent’s ability to behave appropriately in a group setting. Finally, the authors discuss considerations for group composition.

IPT-AST Termination Phase

2016 ◽  
pp. 108-124
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Communication Strategies ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Warning Signs ◽  
Middle Phase ◽  
Sense Of Competence ◽  
Symptoms Of Depression ◽  
Termination Phase ◽  
Group Members ◽  
Made In

The termination phase (sessions 7–8) of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) is described in this chapter. The main goals of the termination phase of IPT-AST are to establish group members’ sense of competence and to solidify gains made during the middle phase of the intervention. Termination phase tasks include identifying which communication strategies have been helpful and challenging for each teen, reflecting on the changes adolescents have made in important relationships, and discussing how teens can maintain and build on what they have learned in group. Group members also identify warning signs that would let them know they might be experiencing symptoms of depression. Teens discuss strategies that they can use to improve their mood if they notice these warning signs.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals Preference for hierarchy is associated with reduced empathy and increased counter-empathy towards others, especially out-group targets

2019 ◽  
Author(s):  
Sa-kiera Tiarra Jolynn Hudson ◽  
Mina Cikara ◽  
Jim Sidanius
Keyword(s):  
Social Dominance ◽  
Group Membership ◽  
Social Dominance Orientation ◽  
Group Setting ◽  
Group Boundaries ◽  
The World ◽  
History Of ◽  
Group Members ◽  
Prejudicial Attitudes ◽  
Status Differences

The capacity to empathize with others facilitates prosocial behavior. People’s willingness and capacity to empathize, however, is often contingent upon the target’s group membership – people are less empathic towards those they categorize as out-group members. In competitive or threatening intergroup contexts, people may even feel pleasure (counter-empathy) in response to out-group members’ misfortunes. Social dominance orientation (SDO), or the extent to which people prefer and promote group-based inequalities, is an ideological variable that is associated with a competitive view of the world, increased prejudicial attitudes, and decreased empathy. Thus, higher levels of SDO should be associated with reduced empathy and increased counter-empathy in general, but especially towards those whose subjugation maintains group inequalities. Across three studies we show that among White individuals, higher SDO levels are associated with less empathy, and more counter-empathy in response to others’ good and bad fortunes. More importantly, these reductions in empathy and increases in schadenfreude as a function of SDO were significantly stronger for Asian and Black targets than for in-group White targets when group boundaries were made salient prior to the empathy ratings. Finally, in a fourth study we show that this phenomenon is not dependent upon a history of status differences: higher SDO scores were associated with decreased empathy and increased counter-empathy for competitive out-group (relative to in-group) targets in a novel group setting. We discuss implications of these effects for hierarchy maintenance.

Conducting IPT-AST in Schools

2016 ◽  
pp. 136-143
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Boards Of Education ◽  
Depression Prevention ◽  
School Settings ◽  
School Based ◽  
Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

scholarly journals Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Cristina Bagacean ◽  
Ianis Cousin ◽  
Anne-Helene Ubertini ◽  
Mohamed El Yacoubi El Idrissi ◽  
Anne Bordron ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Skills Training ◽  
Verbal Communication ◽  
Simulated Patient ◽  
Background Information ◽  
Undergraduate Medical Students ◽  
Verbal Behaviour ◽  
Verbal Messages

Abstract Background Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

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