The Impact of Existential Factors on Parental Self-Efficacy in Self-Help Group. An Intervention Program for Parents of Children with ADHD

2019 ◽  
Vol 64 (2) ◽  
pp. 95-109
Author(s):  
Melina Hayoun ◽  
◽  
Cristian Stan ◽  
Keyword(s):  
Self Efficacy ◽  
Intervention Program ◽  
Children With Adhd ◽  
Self Help ◽  
The Impact ◽  
Self Help Group

Self Help Groups

2016 ◽  
pp. 221-235
Author(s):  
Shruti Agrawal
Keyword(s):  
The Self ◽  
Access To Credit ◽  
Self Help ◽  
Favorable Environment ◽  
Self Help Groups ◽  
The Impact ◽  
Self Help Group

The chapter is based on the Self Help Group-Bank linkage Programme in India. The objective of the chapter is to assess the SHGs access to credit under SHG-Bank Linkage Programme, to know the progress of SHG-Bank Linkage Programme in India and to evaluate the impact of SHG-Bank Linkage Programme in India. Finally the chapter ends with suggestions to improve self help group-bank linkage programme and concludes that SHG-Bank Linkage Programme has provided a more favorable environment for enhancing India's potential for greater equitable growth with empowerment while considering the positive signs in their performance.

Impact of Self-Help Group (SHG) Membership on Income and Income Inequality

2019 ◽  
pp. 341-364
Author(s):  
Maniklal Adhikary ◽  
Sumanta Kumar Das
Keyword(s):  
Income Inequality ◽  
Gini Coefficient ◽  
Rural Women ◽  
Lorenz Curve ◽  
Direct Impact ◽  
Self Help ◽  
Birbhum District ◽  
Direct Outcome ◽  
The Impact ◽  
Self Help Group

The microfinance program has now been recognized as an effective tool to empower economically the rural women folk. The earning is the most important direct outcome of micro finance participation unlike acquiring empowerment. Participation in the program helps women to inculcate their saving habit. It gives access to the formal credit to them. All these have direct impact on their economic condition. This study explores the impact of microfinance program on the income of the program participants of Birbhum District in West Bengal in India. The study also focuses on how participation helps in reducing inequality in income of the participants. The major finding of the study is that women self-help group (SHG) members have the higher level of income compared to that of non-SHG members. The study also shows that SHG participation also helps them in reducing inequalities in their income. Gini coefficient and Lorenz curve technique has been used to assess the income distribution of the respondents.

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 14-20
Author(s):  
I Adeosun ◽  
O Ogun ◽  
S Adeyemo ◽  
A Bello ◽  
O Fatiregun
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Intervention Program ◽  
Psychological Treatment ◽  
Child And Adolescent Psychiatry ◽  
School Teachers ◽  
Post Intervention ◽  
Primary School Teachers ◽  
Children With Adhd ◽  
The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

The impact of NABARD's Self Help Group-Bank Linkage Programme on poverty and empowerment in India

2012 ◽  
Vol 20 (4) ◽  
pp. 487-510 ◽  
Author(s):  
Anushree Sinha ◽  
Purna Chandra Parida ◽  
Palash Baurah
Keyword(s):  
Self Help ◽  
The Impact ◽  
Self Help Group

scholarly journals Mental Health Orientation for Self-Help Group Members: A Feasibility Study

2017 ◽  
Vol 08 (03) ◽  
pp. 395-400
Author(s):  
Basavaraj Shrinivasa ◽  
Navaneetham Janardhana ◽  
Bergai Parthsarathy Nirmala
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Middle Income ◽  
Self Help ◽  
Significant Difference ◽  
After Effect ◽  
Group Members ◽  
The Impact ◽  
Self Help Group

ABSTRACT Background: Treatment gap for mental health care in low- and middle-income (LAMI) countries is very large, and building workforce using the locally available resources is very much essential in reducing this gap. The current study is a preliminary work toward this direction. Materials and Methods: A single group pre- and post-design was considered for assessing the feasibility of Mental Health Orientation (MHO) Program for Self-Help Group members. Assessment of participants’ MHO using Orientation Towards Mental Illness (OMI) scale was undertaken at three levels: baseline assessment before the intervention, after completing 2 days orientation program, and 6 weeks later. Results: Analysis of data resulted in statistically significant mean scores in the domains of areas of causation (F[1.41, 40.7] = 21.7, P < 0.000, ηp 2 = 0.428), perception of abnormality (F[1.27, 36.8] = 15.8, P< 0.000, ηp 2 = 0.353), treatment (F[1.42, 41.3] = 34.8, P < 0.000, ηp 2 = 0.546), and after effect (F[1.36,39.4] = 26.7, P < 0.000, ηp 2 = 0.480). Although the overall mean scores of all the domains of OMI were found to be statistically significantly different, there was no significant difference in the mean scores between post and follow-up assessments on areas of causation (µd = 1.27, P = 0.440) and treatment (µd = 1.00, P = 0.156). Conclusion: Overall, the findings of our study demonstrate that brief MHO program can exert a beneficial effect on bringing about significant change in the orientation of the participants toward mental illness but need to be refreshed over time to make the impact of the program stay longer.

In the Hot Seat: Teaching Students Through Experience With Self-Help Groups

2017 ◽  
Vol 22 (1) ◽  
pp. 163-179
Author(s):  
Maha N. Younes ◽  
Jody L. Vanlaningham
Keyword(s):  
Social Work ◽  
Sense Of Self ◽  
Social Work Students ◽  
Vital Role ◽  
Human Service Professionals ◽  
Self Help ◽  
Group Meetings ◽  
Self Help Groups ◽  
The Impact ◽  
Self Help Group

This descriptive study examines the attitudes and experiences of students at a midwestern public university who attended self-help group meetings to fulfill an undergraduate social work course requirement and to promote professional preparation for social work and other helping professions. Questionnaires were administered in two social work courses, and self-assessment papers submitted by social work students were used to gain insight into their perspectives related to self-help groups and to understand their personal experiences before, during, and after completing the assignment. The outcome revealed the impact that attending self-help group meetings had on students, the personal and professional knowledge they gained, and the vital role human service professionals, especially social workers, play in supporting self-help groups. The experience triggered a powerful and personal journey where students confronted their fears and biases, gained a more compassionate view of addictions and mental health, and walked away with an improved sense of self-efficacy.

scholarly journals A Study on Sustainability of Knowledge, Self Care Behavior, and Self-efficacy after Self-help Group Program for Hypertension and Diabetes

2017 ◽  
Vol 42 (3) ◽  
pp. 276-284 ◽  
Author(s):  
Jung Hee Kim ◽  
Keon Yeop Kim ◽  
Su Jin Lee ◽  
Sang Geun Bae ◽  
Dong Hee Ryu ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Self Care ◽  
Group Program ◽  
Self Help ◽  
Self Help Group ◽  
Care Behavior

scholarly journals Women Empowerment: Analysis of the Role of Self Help Groups in Empowering Rural Women in Goa

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Elizabeth Joey Joey Henriques
Keyword(s):  
Rural Women ◽  
Positive Impact ◽  
Primary Data ◽  
Women Empowerment ◽  
Self Help ◽  
Employment Generation ◽  
Self Help Groups ◽  
The Impact ◽  
Self Help Group

Self Help Groups have emerged as an important mechanism to bring about socio-economic change in society. Various studies indicate the positive impact that SHGs have had on employment generation, savings, incomes, poverty alleviation and women empowerment. The present study, based on primary data sourced from women members of SHGs located in the state of Goa is an attempt to understand the impact of group membership on its members, particularly women. An attempt has also been made to throw light on the pivotal role that the Self Help Group Promoting Agencies essay in realising the goal of women empowerment. The study also analyses the independence that women exhibit in taking decisions, be it in the economic or political domain.

scholarly journals The Impact of Using Mindfulness-Based Stress Reduction (MBSR)intervention for Reducing Teacher Burnout and Enhancing Self-efficacy of teachers of Autism Syndrome Disorder (ASD)

2021 ◽  
Vol 58 (2) ◽  
pp. 3848-3859
Author(s):  
Dr. Moudi Abdullah Amer Alajmi
Keyword(s):  
Stress Reduction ◽  
Self Efficacy ◽  
Intervention Program ◽  
Teacher Burnout ◽  
Control Group ◽  
Study Results ◽  
Mindfulness Based Stress Reduction ◽  
The State Of Kuwait ◽  
The Impact ◽  
Experimental Group

The current study aimed to explore the effectiveness of using Mindfulness-Based Stress Reduction (MBSR) intervention on reducing teacher burnout of teachers of Autism Syndrome Disorder (ASD).It is also aimed to investigate the impact of decreased teachers' burnout on enhancing the self-efficacy of those teachers. To achieve such goal, Mindfulness-Based Stress Reduction (MBSR) intervention and Oldenburg teacher burnout inventory, and Self-efficacy Scale. The sample of the study consists of 32 teachers who teach autistic children in the Autistic Behavior School (ABS) in Jahraa district, in the State of Kuwait. They were divided into two groups; the experimental group including 15 ASD teachers and the control group that includes 17 teachers. Both quantitative and qualitative designs were used; the quasi-experimental research design has been adopted in this study to assess the improvement achieved by the experimental group compared with the control group as a result of using the MBSR intervention program. Also, semi-structured interviews have been held with certain teachers with a high level of burnout. Results of the study revealed statistically significant differences in the mean scores of experimental and control groups in favor of the experimental group. MBSR intervention was effective in alleviating teachers' burnout and enhancing their self-efficacy. Based on the study results, it is recommended that mindfulness strategies should be used to alleviate anxiety, depression, stress, and even burnout teachers experience due to their job especially those teaching children with disabilities and autism.

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