Playgroup Therapy with Deprived Children: Community-Based Early Secondary Prevention

1989 ◽  
Vol 52 (12) ◽  
pp. 458-462 ◽  
Author(s):  
Veronica Bell ◽  
Sarah Lyne ◽  
Israel Kolvin

This article describes research into a method of intervention in and prevention of the effects of multiple deprivation on inner-city infant schoolchildren and discusses some short-term effects. It covers the research background preceding the project and its aims to evaluate the impact of playgroup therapy on this section of the population. The methodology of setting up and assessing the study is explained, including the monitoring of play used during therapy. The therapeutic model — Developmental Play Therapy — is described, with attention given to the therapeutic relationship, the non-directive play setting and the use of various developmental frameworks. The article also describes how this technique can be used in a small group setting. A profile of the children included in the study is given and some short-term outcomes as seen through changes in play.

2012 ◽  
Vol 367 (1589) ◽  
pp. 704-716 ◽  
Author(s):  
Kenneth T. Kishida ◽  
Dongni Yang ◽  
Karen Hunter Quartz ◽  
Steven R. Quartz ◽  
P. Read Montague

Measures of intelligence, when broadcast, serve as salient signals of social status, which may be used to unjustly reinforce low-status stereotypes about out-groups' cultural norms. Herein, we investigate neurobehavioural signals manifest in small ( n = 5) groups using functional magnetic resonance imaging and a ‘ranked group IQ task’ where implicit signals of social status are broadcast and differentiate individuals based on their expression of cognitive capacity. We report an initial overall decrease in the expression of cognitive capacity in the small group setting. However, the environment of the ‘ranked group IQ task’ eventually stratifies the population into two groups (‘high performers’, HP and ‘low performers’, LP) identifiable based on changes in estimated intelligence quotient and brain responses in the amygdala and dorsolateral prefrontal cortex. In addition, we demonstrate signals in the nucleus accumbens consistent with prediction errors in expected changes in status regardless of group membership. Our results suggest that individuals express diminished cognitive capacity in small groups, an effect that is exacerbated by perceived lower status within the group and correlated with specific neurobehavioural responses. The impact these reactions have on intergroup divisions and conflict resolution requires further investigation, but suggests that low-status groups may develop diminished capacity to mitigate conflict using non-violent means.


Author(s):  
Kim Edward Santos Santos

Disasters in the Philippines serve as great vanguards defying all existing social divisions and stratifications, influencing all, and uniting communities across boundaries in order to prepare and prevent it. This study focused on the Community Based Disaster Management in selected barangays of Cabanatuan City. The main problem of the study is to determine the effectiveness of Community Based Disaster Management. The respondents of the study were 100 residents and was conducted at ten (10) selected barangays of Cabanatuan City namely: Aduas Centro, Aduas Norte, Aduas Sur, Isla, Sumacab Este, Sumacab Norte, Sumacab Sur, Pagas, Kapitan Pepe, and Valdifuente. The researcher used descriptive method of research. The findings of the study were: early delivery of warning that affects the alertness of the residents had been confirmed effective by the most of the respondents; the prevention and minimizing the impact of natural disasters made by the barangay were properly prepared and necessary actions were taken properly. In terms of conducting short term recovery, there is a sufficient supply of relief goods that helped the respondents to recover faster and the rescue team conducts their job without further delay.


2010 ◽  
Vol 1 (3/4) ◽  
pp. 280
Author(s):  
Leslie Yaffa

This report details the evaluation of a community organization serving children and adolescents in Jamaica. The short-term goal of this study was to offer recommendations to the community organization. The long-term goal is to enhance services in order to improve child and adolescent outcomes in Jamaica. This study highlighted present trends for child and adolescent services in this community organization and provides an analysis that seeks to enhance those same services in the future. Recommendations include suggestions for increasing social programs, for increasing the impact of social programs on this inner-city community, and for exploring an approach to programming that benefits children and adolescents from this community.


PEDIATRICS ◽  
1996 ◽  
Vol 97 (4) ◽  
pp. 474-480 ◽  
Author(s):  
Elizabeth Holt ◽  
Bernard Guyer ◽  
Nancy Hughart ◽  
Virginia Keane ◽  
Patrick Vivier ◽  
...  

Objective. To determine the community-wide incidence of missed opportunities to vaccinate, to describe the clinical settings in which they occur, and to estimate the impact of missed opportunities on immunization coverage. Design and Methods. We abstracted outpatient medical records from a random, community-based sample of 2-year-old children whose residence was inner-city Baltimore. The date of each vaccine and the date, diagnoses, and temperature at each visit were collected for 502 children at 98 different provider sites. Main Outcome Measures. Missed opportunities to vaccinate and up-to-date vaccination status. Results. By 24 months of age, 75% of the children had at least one missed opportunity and only 55% were up-to-date for the 4:3:1 series. Missed opportunities occurred at more than one third of eligible visits for each vaccine, including >20% of preventive care visits. Diagnoses commonly associated with missed opportunities were "well child," otitis media, upper respiratory infection, gastroenteritis, skin infection, and resolving illness. If no missed opportunities had occurred, 73% of the children would have been up-to-date by 24 months. Conclusions. Missed opportunities occurred commonly at providers serving inner-city children in Baltimore and represent a major factor in underimmunization. Reduction of missed opportunities by accurate screening at all visits and adherence to the contraindication guidelines is a provider-based, low-cost method to increase immunization coverage.


2003 ◽  
Vol 111 (2) ◽  
pp. S122
Author(s):  
E.J. Saturno ◽  
M. Mvula ◽  
M. Larzelere ◽  
R. Post ◽  
B. Marrow ◽  
...  

Author(s):  
Majedah Abu Al Rub

This study focused on 17 preschool students in a northern Jordan city. Preschoolerswere taught specific literacy skills in a small group instructional setting. The students’ skill level was assessed at the beginning and middle of the school year. The researcher’s goal was to determine if teaching literacy skills in a small group setting would improve the skill level of the preschool students. Results showed that using small groups was an effective way to increase preschool students’ literacy skill levels.


Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 42-42
Author(s):  
Arielle L Langer ◽  
Adam Binder ◽  
Eileen Scigliano

Background: The goal of medical school hematology preclinical curricula is to prepare students not only for course exams and standardized testing but also clinical care during clerkships and beyond. While active teaching methods such as team-based learning (TBL) are associated with improved end of course exam performance, the impact on long-term retention has not been evaluated. Methods: We assessed the impact of three different teaching approaches on short term understanding and long-term retention of hematology knowledge after a hematology pathophysiology course. Lecture material was reinforced with traditional case-based small group discussion, TBL, or no small group reinforcement. Knowledge assessments with 15 multiple choice questions were conducted prior to the course, immediately after course, and 14 months after the course at the end of the core clerkship year. Several topics covered by traditional small groups in the 2018 were switched to TBL in the 2019, and, thus, could be directly compared across the two cohorts. Results: We recruited 70 students, 34 from the 2018 iteration of the course and 36 from the 2019, which represents 24% of eligible students. Of these, 48 students completed the final assessment (69% retention). Prior to the course, students answered 31% of questions correctly. This increased to 78% immediately after the course with significant differences across teaching methods: TBL 87%; traditional small group 78%; no small group 76% (p< 0.01). Overall knowledge declined to 70% at long-term follow up. The effect of the teaching method also dissipated and was no longer statistically significant: TBL 75%; traditional small group 67%; no small group 70%. When restricted to three topics converted from traditional small group in 2018 to TBL in 2019, the long-term benefit was not shown, with correct answers in 59% of the 2018 cohort taught through traditional small groups and 54% of the 2019 cohort taught through TBL. Long-term retention did not vary according to whether students reported re-exposure to hematology in the time since course completion. WFindings and Discussion: We found a meaningful and statistically significant increase in the understanding gained by using TBL, but this did not lead to better long-term retention. The immediate impact of improved knowledge is consistent with prior research on TBL and may be sufficient to justify its use, as improved scores on short-term testing testing has value for student well-being, generating an interest in hematology, and competitiveness for residency application. However, our findings argue against justifying the adoption of TBL on the basis of superior long-term retention. Despite this TBL may still be of long-term benefit through modeling team decision making and self-directed learning that are core features of how clinical medicine is practiced. The impact of TBL on these components of clinical efficacy and on an interest in hematology remains areas for future study. Figure Disclosures Binder: Janssen: Membership on an entity's Board of Directors or advisory committees; Sanofi: Consultancy.


Author(s):  
Michele J. Ferro ◽  
Julia Gentleman Byers

This chapter focuses on expanding the therapeutic application of using puppetry as a communicative tool in the service of psychological growth and integration for children. A continuum of more than thirty descriptors of puppetry formats are presented that each hold specific value within therapeutic interventions. The types of materials used to construct the puppet and their cognitive, emotional, and sensory connections are explored, as is the impact of uniquely created productions versus commercial products. The authors also define the limitations and challenges of certain types of puppetry, which can evoke or incite different reactions within different stages and phases of psychosocial treatment. Examples of case vignettes are provided from a Child and Adolescent public services agency in an inner-city environment.


2020 ◽  
Vol 100 (11) ◽  
pp. 1948-1966
Author(s):  
Kerri Lembo ◽  
Katharine Majewski ◽  
Andy Seraphin ◽  
Madison Hayes ◽  
Daniel Quintin ◽  
...  

Abstract Objective More rehabilitation students are engaging in short-term international experiences to gain clinical experience with a novel population or setting. Further investigation of the impacts on the students and host populations resulting from these initiatives is needed. The purpose of this study was to examine the benefits and harms of short-term international academic experiences completed by rehabilitation students for both the student and the host populations. Methods PubMed, Embase, and CINAHL were searched for studies from 1998 through March 2019; any study design was eligible for review. Independent reviewers screened and selected studies. To be eligible, articles had to include a rehabilitation student participating in a short-term clinical or community-based experience. Two independent reviewers extracted data from included studies. Outcomes included benefits and harms of international academic experiences on students and host populations. Oxford Level of Evidence was used for quality assessment. Nineteen studies met eligibility criteria. Results The most prevalent benefits and harms to students were increases in cultural and clinical competence and emotional health risks. The most prevalent benefits and harms to hosts were novel training and decreased productivity. Conclusions Highlighting benefits and harms serves a pivotal role in investigating ways to create more effective, mutually beneficial relationships between home and host populations. Future research should aim for a deeper analysis of the impact of short-term international academic experiences on host populations to develop and deepen sustainable partnerships. Impact With more rehabilitation students engaging in short-term international academic experiences, this review provides important guidance for the profession, including the recommendation that outcomes regarding the potential benefits and harms for home and host populations should be collected at 3 key times: immediately pre-departure for the host country, immediately post-departure in the home country, and 1-year post-arrival in the home country.


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