Common Clinical Issues

2016 ◽  
pp. 151-163
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Group Leaders ◽  
Suicidal Thoughts ◽  
Clinical Issues ◽  
Group Activities ◽  
Sensitive Topics

This chapter addresses common clinical issues that Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) group leaders have encountered. These issues include absences, engaging reluctant adolescents in group activities, difficult or defiant adolescents, breaches to confidentiality, challenging family situations, sensitive topics, and crises, including disclosures of suicidal thoughts and suspected abuse. The chapter discusses ways that the authors have addressed these common clinical situations in IPT-AST groups. Examples for addressing these situations are provided.

scholarly journals Long-Term Effects from a School-Based Trial Comparing Interpersonal Psychotherapy-Adolescent Skills Training to Group Counseling

2018 ◽  
Vol 48 (sup1) ◽  
pp. S362-S370 ◽  
Author(s):  
Jami F. Young ◽  
Jason D. Jones ◽  
Marissa D. Sbrilli ◽  
Jessica S. Benas ◽  
Carolyn N. Spiro ◽  
...  
Keyword(s):  
Group Counseling ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Long Term Effects ◽  
School Based

The Efficacy of Interpersonal Psychotherapy – Adolescent Skills Training (IPT-AST) in Preventing Depression

2016 ◽  
pp. 119-180
Author(s):  
Sarah S. Kerner ◽  
Jami F. Young
Keyword(s):  
Case Studies ◽  
School Counseling ◽  
Quantitative Methods ◽  
Psychotherapy Research ◽  
Skills Training ◽  
Positive Outcome ◽  
Interpersonal Psychotherapy ◽  
Interpersonal Therapy ◽  
Usual Condition ◽  
Qualitative And Quantitative Methods

Case Studies Within Psychotherapy Trials: Integrating Qualitative and Quantitative Methods presents a specific, mixed-methods approach, called the “Cases Within Trials” (CWT) model, to psychotherapy research combining the results from a randomized clinical trial (RCT); the results of richly and qualitatively detailed systematic case studies involving contrasting outcomes drawn from the experimental condition of the RCT; and a synthesis of the two types of knowledge. Chapter 4 of the book applies this model to a study of the application of a group-based, interpersonal therapy treatment—called “Interpersonal Psychotherapy—Adolescent Skills Training” (IPT-AST)—in preventing depression in adolescents. Finding a substantial statistical advantage of the interpersonal treatment over a “school counseling as usual” condition, the authors then analyze and compare the positive-outcome case of Menorka with the negative-outcome case of Shelly, both drawn from the IPT-AST condition.

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.

IPT-AST Pre-Group Sessions

2016 ◽  
pp. 24-38
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Group Session ◽  
Depression Symptoms ◽  
The Past ◽  
Interpersonal Goals ◽  
Group Sessions ◽  
Minute Session

Adolescents in Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) participate in two individual pre-group sessions before the group begins. If two sessions are not feasible, a single 90-minute session can be offered. The goals of these sessions are to get to know the adolescent and build rapport; assess for depression symptoms over the past week; provide psychoeducation about depression; explain the structure of IPT-AST; conduct an interpersonal inventory of important relationships; and help the teen to set interpersonal goals for group. When possible, it is helpful for parents to attend the first pre-group session to learn about the program’s focus and structure. This chapter describes the structure and content of these pre-group sessions.

scholarly journals LIFELONG EDUCATION RELATED ISSUES OF DANCE GROUP LEADERS WITHIN THE AMATEUR MOVEMENT IN LATVIA

2017 ◽  
Vol 4 ◽  
pp. 127
Author(s):  
Rita Spalva
Keyword(s):  
Education Programme ◽  
Research Problem ◽  
Small Population ◽  
Lifelong Education ◽  
Folk Dance ◽  
Group Leaders ◽  
Group Activities ◽  
Intangible Heritage ◽  
National Centre ◽  
Dance Groups

As a country with a relatively small population (approximately 2 million), Latvia can take pride in the number of people who are practicing folk dance at amateur level. Based on 2015 information provided by the Latvian National Centre for Culture, this amateur movement counts 603 dance groups (over 12 000 dancers) and accordingly 417 dance group leaders. The main goal of dance group activities is to sustain the idea of national consciousness through the means of folk dance, which is a meaningful factor in the strengthening of national identity to progress to a modern and national country. The National Song and Dance Festival, which takes place every five years in Latvia and which is one of the UNESCO Masterpieces of Oral and Intangible Heritage of Humanity, is a significant tool for maintaining a national cultural environment within amateur dance. The festival combines artistic, national social and other functions of significance to social development. All above-mentioned conditions determined the research problem – how to develop dance group leader lifelong education programmes more successfully, in order for these to purposefully integrate participants of various levels of professionalism. The research aim is to analyse existing lifelong education contents available to dance group leaders, along with the challenges and risks they pose. The study predominantly makes use of empirical methods – lifelong education programme participant surveys and their analysis; analysis of the artistic performance of dance groups.

scholarly journals Using Technology to Support Discussions on Sensitive Topics in the Study of Business Ethics

10.28945/2268 ◽  
2015 ◽  
Vol 14 ◽  
pp. 243-256
Author(s):  
Michelle WL Fong
Keyword(s):  
Business Ethics ◽  
Conceptual Knowledge ◽  
Online Discussion ◽  
Role Play ◽  
Skills Training ◽  
Discussion Boards ◽  
Learning Approaches ◽  
Face To Face ◽  
Sensitive Topics ◽  
Student Discussion

There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal, sensitive or controversial topics. When engaging in deep and meaningful face-to-face discussion, students may unknowingly divulge personal opinions that they later regret or become identified with by other students over time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology in blended learning to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. The Audience Response System (ARS), online discussion boards and blogs, and wikis are assessed for their suitability in supporting online role-play and simulation. Among these online tools, asynchronous online discussion boards and blogs are the ideal tools for supporting student discussion on sensitive topics in online role-play and simulation.

scholarly journals Facilitating improvements in young people’s social relationships to prevent or treat depression: A review of empirically supported interventions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kate Filia ◽  
Oliver Eastwood ◽  
Sarah Herniman ◽  
Paul Badcock
Keyword(s):  
Depressive Symptoms ◽  
Young People ◽  
Social Relationships ◽  
Depressive Disorders ◽  
Intervention Strategy ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Preliminary Evidence ◽  
Empirically Supported ◽  
Empirically Supported Interventions

AbstractInterpersonal difficulties are often implicated in the onset of depressive disorders, and typically exacerbate depressive symptoms. This is particularly true for young people, given rapid changes in, and the increased importance of, their social relationships. The purpose of this narrative review was to identify empirically supported interventions that aim to prevent or treat depression in young people by facilitating improvements in their social environment. We conducted a search of controlled trials, systematic reviews and meta-analyses of such interventions, published between 1980 and June 2020. Our literature search and interpretation of results was informed by consultations with clinical experts and youth consumers and advocates. A number of promising approaches were identified with respect to prevention and treatment. Preliminary evidence was identified suggesting that school- and Internet-based approaches present a viable means to prevent the worsening of depressive symptoms in young people. Notably, delivering interpersonal psychotherapy—adolescent skills training (IPT-AST) in schools appears to be a promising early intervention strategy for young people at risk of full-threshold depressive disorder. In terms of treating depressive disorders in young people, there is strong evidence for the efficacy of interpersonal psychotherapy for adolescents (IPT-A), and preliminary evidence in favour of attachment-based family therapy (ABFT). Results are discussed with respect to recommendations for future research and practice.

scholarly journals Using Technology To Support Discussions on Sensitive Topics

10.28945/2318 ◽  
2015 ◽  
Author(s):  
Michelle WL Fong
Keyword(s):  
Business Ethics ◽  
Conceptual Knowledge ◽  
Skills Training ◽  
Learning Approaches ◽  
Optimal Learning ◽  
Face To Face ◽  
Information Technology Education ◽  
Sensitive Topics ◽  
Use Of Technology ◽  
Optimal Learning Environment

There is a dearth of research in teaching strategies and learning approaches for units involving sensitive topics. Sensitive topics could provoke an emotional response in students. In a business ethics unit, the attempt at striking a balance between conceptual knowledge and theory with that of skills training can be challenging because such unit can involve personal, sensitive or controversial topics. Students may unknowingly divulge personal opinions, when engaging in deep and meaningful face-to-face discussion, which they later regret or be identified with by other students for a longer period of time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. A revised version of this paper was published in Journal of Information Technology Education: Research Volume 14, 2015

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