scholarly journals Therapeutic factors during a psychoeducational group intervention aiming to promote school adjustment in first grade students

2020 ◽  
Vol 8 (1) ◽  
pp. 177-195
Author(s):  
Andreas Brouzos ◽  
Stephanos P. Vassilopoulos ◽  
Vaia Stavrou ◽  
Vasiliki C. Baourda
Keyword(s):  
Group Intervention ◽  
Critical Incidents ◽  
School Adjustment ◽  
First Grade ◽  
Cognitive Factors ◽  
Therapeutic Factors ◽  
Psychoeducational Group ◽  
Group Members ◽  
Educational Aspect

The present study examined the therapeutic factors operating during a psychoeducational group intervention designed to promote school adjustment in first-grade students. The group members completed the Critical Incidents Questionnaire at home after every group session. The therapeutic factors were classified according to Bloch, Reibstein, Crouch, Holroyd, and Themen’s taxonomy, although additional categories of critical incidents were applied. Results showed that guidance and acceptance were the most valued therapeutic factors. Cognitive factors were reported more often than behavioral or emotional ones. In addition, the presence of the therapeutic factors was more intense during the beginning and middle stage of the program, gradually giving their place to other categories of critical incidents. Overall, the emergence of therapeutic factors appears to be affected by the program’s educational aspect. We suggest that a wider classification of factors is required to reflect the variety of critical incidents occurring during a psychoeducational group intervention.

scholarly journals Effectiveness of a Psychoeducational Group Intervention Carried Out by Nurses for Patients with Depression and Physical Comorbidity in Primary Care: Randomized Clinical Trial

2021 ◽  
Vol 18 (6) ◽  
pp. 2948
Author(s):  
Antonia Raya-Tena ◽  
María Isabel Fernández-San-Martin ◽  
Jaume Martin-Royo ◽  
Rocío Casañas ◽  
Glòria Sauch-Valmaña ◽  
...  
Keyword(s):  
Primary Care ◽  
Clinical Trial ◽  
Depressive Symptoms ◽  
Group Intervention ◽  
Therapeutic Response ◽  
Chronic Obstructive ◽  
Obstructive Pulmonary Disease ◽  
Psychoeducational Group ◽  
One Year ◽  
And Control

The association between physical illness and depression implies a poorer management of chronic disease and a lower response to antidepressant treatments. Our study evaluates the effectiveness of a psychoeducational group intervention led by Primary Care (PC) nurses, aimed at patients of this kind. It is a randomized, multicenter clinical trial with intervention (IG) and control groups (CG), blind response variables, and a one year follow-up. The study included 380 patients ≥50 years of age from 18 PC teams. The participants presented depression (BDI-II > 12) and a physical comorbidity: diabetes mellitus type 2, ischemic heart disease, chronic obstructive pulmonary disease, and/or asthma. The IG (n = 204) received the psychoeducational intervention (12 weekly sessions of 90 min), and the CG (n = 176) had standard care. The patients were evaluated at baseline, and at 4 and 12 months. The main outcome measures were clinical remission of depressive symptoms (BDI-II ≤ 13) and therapeutic response (reduction of depressive symptoms by 50%). Remission was not significant at four months. At 12 months it was 53.9% in the IG and 41.5% in the CG. (OR = 0.61, 95% CI, 0.49–0.76). At 4 months the response in the IG (OR = 0.59, 95% CI, 0.44–0.78) was significant, but not at 12 months. The psychoeducational group intervention led by PC nurses for individuals with depression and physical comorbidity has been shown to be effective for remission at long-term and for therapeutic response at short-term.

Dealing with Fear of Blushing: A Psychoeducational Group Intervention for Fear of Blushing

2011 ◽  
Vol 19 (6) ◽  
pp. 481-487 ◽  
Author(s):  
Corine Dijk ◽  
Femke M. Buwalda ◽  
Peter J. de Jong
Keyword(s):  
Group Intervention ◽  
Psychoeducational Group ◽  
Fear Of Blushing

College Transition Program for Student-Athletes (CTPSA): A Psychoeducational Group for Boys of Color

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Clewiston D. Challenger ◽  
Kevin Duquette
Keyword(s):  
School Counselors ◽  
College Transition ◽  
Group Intervention ◽  
Student Athletes ◽  
Transition Program ◽  
Application Process ◽  
Counseling Professionals ◽  
Psychoeducational Group ◽  
College Application ◽  
Boys Of Color

This article suggests a group intervention for student-athlete boys of color who intend to play sports in college. This group is a component of a larger proposed school-wide program, the College Transition Program for Student-Athletes (CTPSA). The CTPSA’s suggested group intervention offers school counselors a college readiness option to support the college application process, college adjustment, and transition for boys of color who are student-athletes. We discuss the group’s purpose, design, format, curriculum, and expected outcomes and present implications for school counselors and other counseling professionals.

scholarly journals Therapeutic Factors and Member Satisfaction in an Online Group Intervention During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Andreas Brouzos ◽  
Stephanos P. Vassilopoulos ◽  
Vaia Stavrou ◽  
Vasiliki C. Baourda ◽  
Christina Tassi ◽  
...  
Keyword(s):  
Group Intervention ◽  
Therapeutic Factors ◽  
Member Satisfaction ◽  
Online Group

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

2018 ◽  
Vol 21 ◽  
Author(s):  
Patricia Crespo ◽  
Juan E. Jiménez ◽  
Cristina Rodríguez ◽  
Doris Baker ◽  
Yonghan Park
Keyword(s):  
At Risk ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Reading ◽  
Group Intervention ◽  
Longitudinal Design ◽  
First Grade ◽  
Control Group ◽  
Tier 2 ◽  
Variance Explained

AbstractThe present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

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