scholarly journals A Social-Cognitive Educational Protocol for Parents with Adolescents at Risk of Substance Use: Impact on Adolescents' Life Skill

2021 ◽  
Author(s):  
Hossein Gharaati Sotoudeh ◽  
Masoud Aref Nazari ◽  
Malek Mirhashemi
Keyword(s):  
Decision Making ◽  
At Risk ◽  
Substance Abuse ◽  
Substance Use ◽  
Problem Solving ◽  
Life Skills ◽  
Social Cognitive ◽  
Self Control ◽  
The Mean

Objective: The aim of this study was to instruct social cognitive protocol based on life skills and parenting skills to parents with teenagers at substance use risk and also to investigate its effectiveness among teenagers. Method: The present study is a quasi-experimental study with a pretest, posttest, and follow-up approach with a group in 3 stages of measurement. The statistical population included 70 adolescents at risk of substance abuse who were selected using the available sampling method. The survey consisted of 40 questions about adolescents' life skills in four subscales of self-control skills, assertiveness and saying no skills, decision-making skills, and problem-solving skills, and the reliability of the entire questionnaire was estimated to be 0.98 using the Cronbach's alpha method. In this study, adolescents were first given a test, and after two weeks, their parents learned the social cognitive protocol over a 12-week period and were asked to impart these skills to their adolescents at home. After that, the adolescents gave the same test after the intervention (posttest). Two months after the posttest, the follow-up test was performed without any training. Results: Comparison of the mean of the three stages of measurement showed that the effect of the overall life skills score, according to the value of Wilkes Lambda multivariate test (0.666) with degrees of freedom two and 40, can be rejected as a null hypothesis (P <0.01). In addition, in the subscales of decision-making skills (0.781), problem-solving (0.688), and self-control (0.816), the mean score of the participants in the three measurements was simultaneously different; and in the follow-up stage, the scores were significantly different than the pretest. However, in terms of assertiveness and the skill of saying no, the scores did not differ simultaneously in the three measurements (0.986). Conclusion: These scores show that teaching social cognitive protocol to parents of adolescents who are at risk of substance abuse is effective.

The association between childhood irritability and liability to substance use in early adolescence: a 2-year follow-up study of boys at risk for substance abuse

1995 ◽  
Vol 39 (3) ◽  
pp. 253-261 ◽  
Author(s):  
Ralph E. Tarter ◽  
Timothy Blackson ◽  
Janet Brigham ◽  
Howard Moss ◽  
Gian Vittorio Caprara
Keyword(s):  
At Risk ◽  
Substance Abuse ◽  
Substance Use ◽  
Early Adolescence ◽  
Follow Up Study

scholarly journals The Acquisition and Usage of the SODAS Problem-Solving Method Among Adults at Risk for Homelessness

2016 ◽  
Vol 28 (8) ◽  
pp. 943-951
Author(s):  
Collin Streetman ◽  
Kimberly Crosland ◽  
Hewitt B. “Rusty” Clark
Keyword(s):  
Decision Making ◽  
At Risk ◽  
Substance Use ◽  
Problem Solving ◽  
Role Play ◽  
Role Playing ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Problem Situations

Purpose: Individuals experiencing extended homelessness face multifaceted risks related to health, substance use, and continuing unemployment and may benefit from learning a problem-solving and decision-making method to assist them in dealing with everyday situations. Methods: This study used a multiple-baseline design to teach three men with extensive histories of homelessness the situation, options, disadvantages, advantages, and solution (SODAS) problem-solving and decision-making method and assessed their ability to learn it and guide another adult in the use of the method in simulated role-play problem situations. Results: All three participants demonstrated substantial increases (from approximately 10% of steps correct in baseline to 100% steps correct after intervention) in their ability to successfully guide another adult through the SODAS process when role-playing problem situations. Conclusions: The findings suggest that the SODAS problem-solving and decision-making method could be efficiently taught to adults who have histories of homelessness, and the participants found the process helpful for problems they encountered.

scholarly journals Quality of life and its related factors in women with substance use disorders referring to substance abuse treatment centers

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Majid Barati ◽  
Khadijeh Bandehelahi ◽  
Tahereh Nopasandasil ◽  
Hanieh Jormand ◽  
Amir Keshavarzi
Keyword(s):  
Quality Of Life ◽  
Substance Abuse ◽  
Substance Use ◽  
Substance Abuse Treatment ◽  
Substance Use Disorders ◽  
Related Factors ◽  
Substance Abuse Treatment Centers ◽  
The Mean ◽  
Abuse Treatment

Abstract Background Substance-Related Disorders are among the most common social problems caused by using legal and illegal substances. Therefore, this study aimed at determining the quality of life (QoL) and its related factors among women with substance use disorders referring to substance abuse treatment centers in Hamadan, west of Iran. Methods This cross-sectional study was carried out on 120 Iranian female substance users recruited through the census sampling method in 2018. Data collection tools consisted of demographic characteristics and QoL assessment (SF-36). Data were analyzed using SPSS-16 via one-way analysis of variance (ANOVA) and chi-square tests. Results The mean age of the participants was 33.2 ± 12.1 years and the mean score of their total QoL was 35.35 ± 13.5. The results of multiple linear regression analysis indicated that using methamphetamine (β =  − 6.62) was the predictor of QoL in women. Moreover, there was a significant association between QoL and age (p < 0.001), educational level (p = 0.011), and age at first use (p < 0.001). Conclusion According to the results, the participants’ QoL was found to be at an unsatisfactory level. So, it is essential to implement educational help-seeking behavior for treatment and effectiveness educational, as well as holding mental health intervention, school-based substance abuse prevention, and harm reduction programs of substance use. This is especially important in adolescents, young, low-educated, early drug use, and methamphetamine user women, as it may increase the QoL

scholarly journals Cycle length of nonsustanied ventricular tachycardias among ICD patients: implications on subsequent appropriate therapies

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Javier Jiménez-Candil ◽  
Olga Duran ◽  
Armando Oterino ◽  
Jendri Pérez ◽  
Juan Carlos Castro ◽  
...  
Keyword(s):  
At Risk ◽  
Secondary Prevention ◽  
Beta Blocker ◽  
Cycle Length ◽  
Close Relationship ◽  
Appropriate Therapy ◽  
The Mean ◽  
Ventricular Tachycardias ◽  
The Relationship

Abstract Background ICD patients with episodes of nonsustained ventricular tachycardias (NSVT) are at risk of appropriate therapies. However, the relationship between the cycle length (CL) of such NSVTs and the subsequent incidence of appropriate interventions is unknown. Methods 416 ICD patients with LVEF < 45% were studied. ICD programming was standardized. NSVT was defined as any VT of 5 or more beats at ≥ 150 bpm occurred in the first 6 months after implantation that terminated spontaneously and was not preceded by any appropriate therapy. The mean follow-up was 41 ± 27 months. Results We analyzed 2201 NSVTs (mean CL = 323 ms) that occurred in 250 patients; 111 of such episodes were fast (CL ≤ 300 ms). Secondary prevention (HR = 1.7; p < 0.001), number of NSVT episodes (HR = 1.05; 95% CI 1.04–1.07; p < 0.001) and beta-blocker treatment (HR = 0.7; p = 0.04) were independent predictors of appropriate interventions; however, the mean CL of NSVTs was not (p = 0.6). There was a correlation between the mean CL of NSVTs and the CL of the first monomorphic VT: r = 0.88; p < 0.001. This correlation was especially robust in individuals with > 5 NSVTs (r = 0.97; p < 0.001), with an agreement between both values greater than 95%. Patients with any fast NSVT experienced a higher incidence of VF episodes (26%) compared to those without NVSTs (3%) or with only slow NSVTs (7%); p < 0.001. Conclusions Unlike the burden, the CL of NSVTs is not a predictor of subsequent appropriate interventions. However, there is a close relationship between the CL of NSVTs and that of arrhythmias that will later lead to appropriate therapies.

scholarly journals KAJIAN KEMAMPUAN LITERASI KUANTITATIF SISWA SMA 8 KOTA BENGKULU

2019 ◽  
Vol 2 (1) ◽  
pp. 137
Author(s):  
Siska Yosmar ◽  
Nur Afandi ◽  
Baki Swita
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Literacy Skills ◽  
Quantitative Literacy ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Economic Problems ◽  
Absolute Requirement ◽  
Almost All

Quantitative literacy is the ability and confidence in using basic mathematical concepts and calculating operations needed for problem solving, decision making of economic problems and their applications in everyday life. Mastery of basic mathematics is an absolute requirement for achieving good quantitative literacy skills. The aim of this activity was to improve mathematical literacy skills of the students at SMA 8 Bengkulu City. The activities were begun by giving pre-tests to students, preparing of modules, presenting the materials of the modules in classroom, practicing through LKS and post-tests. Several techniques, methods and approaches in number counting operations have been presented in this activity. This activity has provided an increase in quantitative literacy skills in class XI IIS-1 SMA 8 Kota Bengkulu. Even so, the improvement of students' abilities can be said to be less optimal because there are still some questions that cannot be answered by almost all students. Therefore, cooperation and involvement of all parties is needed to improve students' quantitative literacy skills and follow-up activities in an effort to strengthen quantitative literacy skills.

Neuropsychological correlates of adolescent substance abuse: Four-year outcomes

1999 ◽  
Vol 5 (6) ◽  
pp. 481-493 ◽  
Author(s):  
SUSAN F. TAPERT ◽  
SANDRA A. BROWN
Keyword(s):  
Substance Abuse ◽  
Substance Use ◽  
Drug Withdrawal ◽  
Neuropsychological Functioning ◽  
Treatment Programs ◽  
Drug Involvement ◽  
Abuse Treatment ◽  
Neuropsychological Impairments ◽  
The Relationship

Alcohol and other drug use are common in youth, but neurocognitive sequelae are unclear. This study examines the relationship between neuropsychological functioning and protracted substance use in adolescence. One hundred fifteen adolescents, ages 13 to 19 years, were recruited from inpatient substance abuse treatment programs and followed for 4 years. Adolescents were administered a comprehensive battery of neuropsychological tests and evaluated on substance use involvement during treatment, and at 6-month, 1-year, 2-year, and 4-year follow-up time points. Protracted substance abuse over the 4 years of follow-up was associated with significantly poorer subsequent functioning on tests of attention. In addition, alcohol and drug withdrawal accounted for significant variance in visuospatial functioning, above and beyond demographic, educational, and health variables in detoxified late adolescents and young adults. Results suggest that alcohol and drug withdrawal may be a more powerful marker of protracted neuropsychological impairments than other indices of youthful alcohol and drug involvement. (JINS, 1999, 5, 481–493.)

Promoting Problem-Posing Explorations

2004 ◽  
Vol 11 (4) ◽  
pp. 180-186
Author(s):  
Phyllis Whitin
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Fourth Grade ◽  
Problem Posing ◽  
Geometric Problem ◽  
Good Opportunity ◽  
Limited Experience ◽  
Fixed Area ◽  
Curricular Decision Making

My fourth-grade class had just completed an exploration of pentominoes (polygonal shapes with an area of five square units). Finding all twelve shapes gives children valuable geometric problem-solving practice by highlighting transformations (flips, slides, and turns) and congruence (shapes can be differently oriented, yet congruent). Before moving on to another lesson, I realized that the students might use the same twelve shapes to examine perimeter and area. Eleven of the shapes have a perimeter of twelve units. Only one shape yields a different perimeter, ten units (see fig. 1). The children had limited experience with perimeter and area; I doubted that they understood that shapes with a fixed area could have perimeters of different lengths. Because they were so familiar with the pentominoes, I felt that this material would give them a good opportunity to address these concepts in more detail. Although I did expect them to calculate the perimeters and areas of the twelve shapes, I did not foresee that the children's follow-up discussion would open an opportunity for problem-posing explorations. This article describes my evolving curricular decision making, the children's investigations, and what I learned from this unanticipated experience.

scholarly journals The Use of Self-Information and Environment in Counseling Process

2019 ◽  
Vol 19 (1) ◽  
pp. 69-88
Author(s):  
Muhammad Fatchurahman
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Information Sources ◽  
Environmental Information ◽  
Real Problem ◽  
Use Of Self ◽  
Time Saving ◽  
Counseling Process ◽  
Available Information

Counseling as one of the forms and techniques of assistance provided by schools in the context of implementing overall guidance, this is given to help students in their efforts to solve all problems. The availability of this information makes it easy for students to obtain the information needed for example to implement a decision, want to know about something both in terms of themselves and their environment. The use of self and environmental information in the counseling process occurs in the creation of rapport, in exploring, discovering the real problem, exploring and studying alternative problem solving, decision making, implementation of decisions taken and in evaluation and follow-up. Therefore the information used must meet the requirements: that is, careful and not prejudiced, up to date, comprehensive and available information sources. In addition to the above conditions, the principles of time saving, non-authoritarian and feedback are also taken into account, so that this can cause self and environmental information in the counseling process to be very important material for both the counselor and the client.

scholarly journals The Effect of Self-efficacy and Psychosocial Development on Major-Changing Behavior

2010 ◽  
Vol 30 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Karen E. Cunningham ◽  
Anthony W. Smothers
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Psychosocial Development ◽  
Self Efficacy ◽  
Life Skills ◽  
The Self ◽  
Skills Development ◽  
Self Perception ◽  
Life Skills Development ◽  
General Self Efficacy

In this study, we sought to determine whether psychosocial development and self-efficacy of major changers differ from those classified as relatively stable. Participants completed the Life-Skills Inventory-College (Picklesimer, 1991) form to measure psychosocial development and the General Self-efficacy (Schwarzer & Jerusalem, 1995) scale to measure students' level of self-efficacy. Major changers reported a lower level of self-efficacy than relatively stable students, and relatively stable students scored higher on the self-perception measures of the Problem-Solving/Decision-Making subscale on the Life-Skills Development Inventory than did major changers.

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