scholarly journals The effect of a life skills education program on mental health and social competencies among young prisoners in Cambodia: an intervention study

2021 ◽  
Author(s):  
Puthy Pat ◽  
Linda Richter-Sundberg ◽  
Bhoomikumar Jegannathan ◽  
Miguel San Sebastian
Keyword(s):  
Mental Health ◽  
Education Program ◽  
Life Skills ◽  
Intervention Study ◽  
Mental Health Problems ◽  
Health Problems ◽  
Control Groups ◽  
Skills Education ◽  
And Control ◽  
Life Skills Education

Abstract Background: Young prisoners are more susceptible to mental health problems as compared to adult prisoners and the general population. The lack of life skills has been reported as one of the main reasons for this vulnerability.Method: This study aimed to assess the effectiveness of the life skills education program on mental health and life skills among young prisoners in Cambodia. A pre-post intervention study was conducted with 412 young prisoners aged 15–24 years who were randomised into intervention and control groups. The Youth Self-Report and Life Skills Development – Adolescent Form scales were applied to assess impact of the intervention program.Result: Both intervention and control groups reported decreased mental health problems (DiD=3.78, p=0.34) and improved life skills competencies (DiD=0.39, p=0.80) after the intervention; however, the differences were not statistically significant.Conclusion: Further studies should be conducted to evaluate long-term effects of the like skills education program in the prison setting.

scholarly journals Nationwide assessment of the mental health of UK Doctoral Researchers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Cassie M. Hazell ◽  
Jeremy E. Niven ◽  
Laura Chapman ◽  
Paul E. Roberts ◽  
Sam Cartwright-Hatton ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Health Problems ◽  
Poor Mental Health ◽  
Academic Community ◽  
Anxiety And Depression ◽  
Control Groups ◽  
Preventative Measures ◽  
Common Mental Health Problems ◽  
And Control

AbstractDoctoral Researchers (DRs) are an important part of the academic community and, after graduating, make substantial social and economic contributions. Despite this importance, DR wellbeing has long been of concern. Recent studies have concluded that DRs may be particularly vulnerable to mental health problems, yet direct comparisons of the prevalence of mental health problems between this population and control groups are lacking. Here, by comparing DRs with educated working controls, we show that DRs report significantly greater anxiety and depression, and that this difference is not explained by a higher rate of pre-existing mental health problems. Moreover, most DRs perceive poor mental health as a ‘normal’ part of the PhD process. Thus, our findings suggest a hazardous impact of PhD study on mental health, with DRs being particularly at risk of developing common mental health problems. This provides an evidence-based mandate for universities and funders to reflect upon practices related to DR training and mental health. Our attention should now be directed towards understanding what factors may explain heightened anxiety and depression among DRs so as to inform preventative measures and interventions.

scholarly journals EVALUASI PROGRAM PENDIDIKAN KECAKAPAN HIDUP PERKOTAAN (STUDI PADA LEMBAGA KURSUS TATA RIAS DI TANGERANG SELATAN)

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Virgo Agustinus Sembiring ◽  
Sofyan Cholid
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Formal Education ◽  
Urban Life ◽  
Research Approach ◽  
Chi Square ◽  
Skills Education ◽  
Life Skills Education

<p>This study aimed to evaluate the achievements of the Urban Life Skills Education program by course institutions bridal makeup and analyze the factors that affect achievement Urban Life Skills Education program by institutions bridal makeup courses in South Tangerang city administration. Quantitative research approach is by using chi-square method. Results showed successful achievement by demonstrating the value of 95% for South Tangerang City. While the success of Makeup Bridal based Graduates Competency Standards reached 73.3% Factors that affect the achievement of program Life Skills Education Urban by course institutions bridal makeup in South Tangerang City among others Competency Standards Graduates Makeup Bride Junior and teaching and learning Non-formal Education by Life Skills Education that includes: theory, practice and education of character.</p>

Use of the Creating Opportunities for Parent Empowerment Program to Decrease Mental Health Problems in Ugandan Children Surviving Severe Malaria: A Randomized Controlled Trial

2020 ◽  
Author(s):  
Paul Bangirana ◽  
Annet Birabwa ◽  
Mary Nyakato ◽  
Ann J. Nakitende ◽  
Maria Kroupina ◽  
...  
Keyword(s):  
Mental Health ◽  
Severe Malaria ◽  
Behavioral Problems ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Health Problems ◽  
Control Groups ◽  
Caregiver Depression ◽  
Randomized Controlled

Abstract Background: Severe malaria is associated with long-term mental health problems in Ugandan children. This study investigated the effect of a behavioral intervention for caregivers of children admitted with severe malaria, on the children’s mental health outcomes six months after discharge.Methods: This randomized controlled trial was conducted at Naguru Hospital in Kampala, Uganda from January 2018 to July 2019. Caregiver and child dyads were randomly assigned to either a psychoeducation arm providing information about hospital procedures during admission (control group) or a behavioral arm providing information about the child’s possible emotions and behavior during and after admission and providing age appropriate games for the caregiver and child (intervention group). Pre- and post-intervention assessments for caregiver anxiety and depression (Hopkins Symptom Checklist) and child mental health problems (Strength and Difficulties Questionnaire and the Child Behavioral Checklist) were done during admission and six months after discharge respectively. T-tests, analysis of covariance and Chi-Square were used to compare outcomes between the two treatment arms.Results: There were 120 caregiver-child dyads recruited at baseline with children aged 1.45 years to 4.89 years (mean age 2.85 years, SD = 1.01). The intervention and control groups had similar sociodemographic, clinical and behavioral characteristics at baseline. Caregiver depression at baseline, mother’s education and female sex of the child were associated with behavioral problems in the child at baseline (p<0.05). At six months follow-up, there was no difference in the frequency of behavioral problems between the groups (6.8% vs 10% in intervention vs. control groups, respectively, p = 0.72). Caregiver depression and anxiety scores between the treatment arms did not differ at six months follow-up. Conclusion: This behavioral intervention for caregivers and their children admitted with severe malaria had no effect on the child’s mental health outcomes at six months. Further studies need to develop interventions for mental health problems after severe malaria in children with longer follow-up time.ClinicalTrials.gov Identifier: NCT03432039

Social care

2020 ◽  
pp. 361-370
Author(s):  
Jo Moriarty
Keyword(s):  
Mental Health ◽  
Social Care ◽  
Mental Health Problems ◽  
Health Problems ◽  
Term Care ◽  
Improved Outcomes ◽  
Broad Term ◽  
Key Policy ◽  
And Control

Social care is the broad term for the support provided to people living at home and in care homes. Major changes have taken place to this sector in the past few years and this chapter describes the key policy developments that have impacted upon the kind of support provided to older people with mental health problems and how that support is funded. The policy of personalization is intended to increase choice and control, but as yet it is unclear whether this will lead to improved outcomes in terms of quality of life or independence. Some long-standing issues, such as the high prevalence of people with unidentified mental health problems in long-term care, continue to provide challenges for organizations providing social care support.

Social care

2013 ◽  
Author(s):  
Jo Moriarty
Keyword(s):  
Mental Health ◽  
Social Care ◽  
Mental Health Problems ◽  
Health Problems ◽  
Term Care ◽  
Improved Outcomes ◽  
Broad Term ◽  
High Prevalence ◽  
Key Policy ◽  
And Control

Social care is the broad term for the support provided to people living at home and in care homes. Major changes have taken place to this sector in the past few years and this chapter describes the key policy developments that have impacted upon what support is provided to older people with mental health problems and how it is funded. The policy of personalisation is intended to increase choice and control but as yet it is unclear whether this will lead to improved outcomes in terms of quality of life or independence. Some longstanding issues such as the high prevalence of people with unidentified mental health problems in long term care continue to provide challenges for organisations providing social care support.

The Effect of Life Skills Education on Mild Intellectual and Developmental Disability

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
M. Ahmadian ◽  
L. Fata
Keyword(s):  
Interpersonal Relationships ◽  
Education Program ◽  
Cognitive Skills ◽  
Life Skills ◽  
Anger Management ◽  
Reliability And Validity ◽  
Positive Effects ◽  
Self Knowledge ◽  
Skills Education ◽  
Life Skills Education

Introduction and aim:This study examines the effect of life skills education on mild intellectual and developmental disabled students.Life skills education program is widely used in other disabilities but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the cognitive skills on which it capitalizes are less likely to be available. The primary goal of education for this group is to increase self-sufficiency by teaching functional skills needed in everyday life across home, community, work, and leisure domains.Method:A total of 30 participants took part in this study (20 male, 10 femal). The IQ level of these participants were assessed by WISC_R. we also assessed intervention effects on three skills targeted by classroom teachers. The three target skills were self-knowledge, social and interpersonal relationships, and anger-management.Cronbach alpha reliability coefficient and factor analyses were used to examine the reliability and validity of the LSEQ in this special students sample.Results:The alpha coefficient reliability of the total scale of the LSEQ was 0.76. The total effect of Life skills education program showed positive effects ( T=-7.136 df=29, p< .001 ), Self-knowledge ( T=-5.882 df=29, p< .001 ), interpersonal relationship ( T=-7.430 df=29, p< .001 ), anger-management ( T=-4.762 df=29, p< .001 ).Cunclusion:Overall, results showed positive effects of the intervention on participants" skills. Further research on the effects of various systematic instructional strategies on the social- skills of individuals with various disabilities in multiple settings is recommended.

Home treatment for mental health problems: a systematic review

2002 ◽  
Vol 32 (3) ◽  
pp. 383-401 ◽  
Author(s):  
J. CATTY ◽  
T. BURNS ◽  
M. KNAPP ◽  
H. WATT ◽  
C. WRIGHT ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Mental Health Problems ◽  
Meta Analysis ◽  
Health Problems ◽  
Home Treatment ◽  
Randomized Studies ◽  
Service Components ◽  
And Control ◽  
At Home

Background. Concerns have been raised about the scope and generalizability of much community mental health research. In particular, both experimental and control services are poorly characterized.Methods. To review the effectiveness of ‘home treatment’ for mental health problems in terms of hospitalization, we conducted a systematic review, using Cochrane methodology but with a wider remit. Non-randomized studies were included in response to concerns about RCTs’ generalizability. All authors were followed up for data on service components. ‘Home treatment’ was defined broadly for the purposes of the literature search, but included studies were then assessed against service components specifically focused on delivering treatment at home. The study tested components and other features for associations with days in hospital, as well as conducting a conventional meta-analysis of data on days in hospital.Results. We found 91 studies, 18 comparing home to in-patient treatment. Sixty per cent of authors responded to follow-up. The vast majority of the services studied had a ‘home treatment function’ and regularly visited patients at home. The heterogeneity of control services made meta-analysis problematical as did the limited availability of data. There was some evidence that ‘regular’ home visiting and combined responsibility for health and social care were associated with reduced hospitalization. The inclusion of non-randomized studies rarely affected the findings.Conclusions. Evidence concerning the effectiveness of home treatment remains inconclusive. A centrally coordinated research strategy is recommended, with attention to study design. Experimental and control service components should be prospectively recorded and reported to enable meaningful analysis.

scholarly journals Implementasi model pembelajaran mandiri program pendidikan kecakapan hidup perempuan

2016 ◽  
Vol 3 (2) ◽  
pp. 176
Author(s):  
Iip Saripah ◽  
Yanti Shantini
Keyword(s):  
Classroom Management ◽  
Learning Outcomes ◽  
Education Program ◽  
Life Skills ◽  
Learning Model ◽  
Independent Learning ◽  
Life Skills Programs ◽  
Skills Education ◽  
Self Learning ◽  
Life Skills Education

Penelitian ini bertujuan untuk mengkaji implementasi model pembelajaran mandiri program pendidikan kecakapan hidup perempuan di PKBM Bina Cipta Ujungberung. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Adapun lokasi penelitian dipilih dilaksanakan di PKBM Bina Cipta Ujungberung Kota Bandung. Hasil dari penelitian ini yaitu: (1) proses pembelajaran model pembelajaran mandiri pada program kecakapan hidup perempuan, meliputi kegiatan perencanaan mencakup kegiatan menentukan tujuan, menetukan instruktur, mengalokasikan waktu, merekrut peserta, menyusun kurikulum, menyusun materi, menentukan sumber belajar, menyiapkan saran dan prasarana, menyusun pembiayaan, kegiatan pelaksanaan mencakup kegiatan pengelolaan kelas dan peserta didik, pengelolaan instruktur, mennetukan metode dan media pembelajaran; kegiatan evaluasi mencakup evaluasi hasil belajar dan evaluasi proses pembelajaran. (2) penerapan model pembelajaran mandiri pada program kecakapan hidup perempuan, mencakup kegiatan pemberian motivasi, penyampian materi, pengaplikasian materi dan refleksi hasil belajar (3) hasil penerapan model pembelajaran mandiri pada program kecakapan hidup perempuan meliputi pengetahuan, afektif dan psikomotorik.Kata Kunci: model pembelajaran mandiri, pendidikan kecakapan hidup, PKBM. IMPLEMENTATION OF SELF DIRECTED LEARNING MODEL LIFE SKILLS EDUCATION PROGRAM WOMEN IN BINA CIPTA UJUNGBERUNG CLC AbstractThis study aims to assess about implementation of models of independent learning life skills education program in the CLC women Bina Cipta Ujungberung. This study used descriptive qualitative approach. The location of the research been conducted at CLC Bina Cipta Ujungberung Bandung, The results of this study are: (1 ) learning model of independent learning in life skills programs women, includes planning includes activities set goals, determine the instructor, allocate time, recruiting participants, develop curricula, organizing material, to determine the source of learning, to prepare suggestions and improvements, arrange financing, implementation activities include classroom management activities and learners, instructors management, menentukan methods and learning media; evaluation activities include evaluation of learning outcomes and learning process evaluation. (2) the application of self-learning model in female life skills programs, covers the activities of motivation, penyampaian material, the application of the material and reflection of learning outcomes (3) the results of the application of self-learning model in female life skills program include knowledge, affective and psychomotor.Keywords: learning model, life skills education, CLC

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