The Impact of Psychoeducational Group with Self-Instruction Techniques toward Career Decision Making, Self-Esteem, and Self-Efficacy

One of the development tasks of adolescence is preparing career choices. Various methods have been carried out by authors in order to create an appropriate method to help adolescents. In this article, the authors will examine the psychoeducational groups with self-instruction techniques in improving career decision-making skills, self-esteem, and self-efficacy. The authors conducted a quasi-experimental of the pretest-posttest with group control to determine the impact of the intervention on these variables. The instrument used to obtain data is the psychological scale of career decision making, self-esteem, and self-efficacy, all of which have been tested for validity and reliability. The data collected was then analyzed with MANOVA and t-test. The results show that career decision making (F = 52.28, p <0.05), self-esteem (F = 28.10, p <0.05), and self-efficacy (F = 34.70, p <0.05) can be improved using psychoeducational groups with self-instruction techniques. The implications for the practice of guidance and counseling will be discussed.

P1858PSYCOEDUCATIONAL TEAM IN PRE- HEMODIALYSIS FOR PATIENTS AND CAREGIVERS

Background and Aims The aim of this work is to explain the training to create a multidisciplinary team that in the future will activate the psychoeducational groups in nephrology. These groups will be support to patients and caregivers already in the waiting period from the intervention of the fistula at the beginning hemodialysis. Method The training of five meetings was realized from March 2019 to May 2019. The training for a team composed by 3 nephrologist, 4 nurses, 1 dietician, 1 nursing coordinator was conducted of a psychologist to established modalities and aims of a psychoeducational pathway for patients that will begin hemodialysis and their caregivers. In the first meeting, through a focus group, the participants discussed the word “to cure”. In the second meeting participants defined patient and caregiver’s needs after the diagnosis of Chronic Kidney Disease. In the third meeting the team work defined the objectives and methods of conducting future groups psychoeducational. In the fourth meeting participants decided the duration and modalities of the psychoeducational pathway for patient and caregiver. Finally, in the fifth meeting, the team reviewed the objectives, recipients and thematic areas of the meetings for patients and caregivers. In addition, an evaluation questionnaire was administered to verify the benefit and satisfaction of the training. All the contents of the training were transcribed in a diary and analyzed with a pencil and paper mode. Results In the first meeting the team discussed the need to accompany and educate patients even before the onset of haemodialysis. In the second meeting team decided that the therapeutic education is not only for patients waiting to start haemodialysis but also on their caregivers often uninformed and not involved by doctors and nurses. In this focus the caregiver appears an important figure that support the patient at home and if not properly informed it can become an obstacle in patient care. In the fourth and fifth meetings have been defined a possible psychoeducational training in three total meetings so named: The participants in the satisfaction questionnaire to the question “how much did this training respond to the needs of your job?” on nine answers collected, the outcome it was M = 4.7 on Likert scale 1(few)-5 (much). Conclusion The training has managed to build a multidisciplinary team ready to care patients and caregivers that will begin haemodialysis in a more informed and aware way. Currently, two psychoeducational groups have been created for patient and caregiver. As shared in the multidisciplinary team’s training these psychoeducational groups are activated to help the patient to accept dialysis at the same time help the family member to take on the role of caregiver. This project has made it possible to improve not only teamwork but overall patient and caregiver care.

Progetto per uno studio pilota per un ambulatorio di nefrologia narrativa: un approccio bio-psico-sociale alla malattia renale cronica

Introduction: Poor medication adherence in CKD patients is associated with high mortality and morbidity and can reach up to 80%. The most effective interventions to increase patients’ adherence to treatments are conducted by a multi-professional team and with the active participation of patients and their families. Narrative evidence-based medicine has been proved as a useful methodology in the care of chronic patients also in promoting their adherence to treatments. Methods: Around 50-70% of CKD patients treated in our centre will follow clinical protocol based on a narrative medicine approach: (1) patients will be invited to write a brief history related to their experience with the CKD and treatments; (2) screening for depression (HADS; PHQ-9); (3) intervention of pharmaceutical counselling aimed to explore patients’ behaviours about taking their medications; (4) sharing of decision-making: the results of the narrative histories and of questionnaires will be discussed with the patients; (5) psychoeducational groups. Results: The pilot phase of the project will last 6 months. During these months, patients will be monitored for biochemical (e.g. anemia) and anthropometric (e.g. blood pressure) parameters and depression. Medical visits or diagnostic tests missed by patients will also be recorded. Conclusions: The development of an active role of patients in taking care of themselves is one of the main challenge of clinical nephrology. The present project aims to implement in the clinical routine a protocol based on the narrative medicine approach in which the biological, psychological and social needs of CKD patients are considered and discussed with them.

Offering group mental health programs in a maximum security correctional facility

In the following article, I discuss psychoeducational groups offered in a men’s maximum security prison by the Centre for Addiction and Mental Health’s (CAMH) Forensic Early Intervention Service (FEIS) in partnership with correctional services staff. I share observations and experiences facilitating mental health programs with clients in custody and explore related challenges, risks and opportunities. Outcomes and feedback from group participants are reviewed and recommendations for others interested in offering similar programs are presented.

OUTCOMES MEASUREMENT IN EARLY-STAGE MEMORY LOSS INTERVENTIONS: A SCOPING REVIEW

Psychosocial and psychoeducational groups are widely recommended for individuals with early stage Alzheimer’s disease and related dementias (ADRD). However, measurement challenges have hindered researchers’ efforts to demonstrate the efficacy of these groups. The purpose of this scoping review was to identify common measurement tools used in interventions for individuals with early stage ADRD and to develop suggestions for future investigations. CINAHL, Embase, PsycINFO, and PubMed were searched; 102 studies were reviewed. Inclusion criteria were set to capture intervention studies that utilized quantifiable measures with participants over age 50. Eleven articles met inclusion criteria. The majority of studies (73%) employed randomized controlled trial designs. Sample sizes ranged from N=20-236. Most commonly measured outcomes included depression, self-efficacy, self-esteem, and quality of life, but there was little consensus on how to best measure these outcomes. Standardization of psychosocial assessment tools are needed for future intervention studies with early stage ADRD.

A Group-Centered Approach to Exploring Sexual Respect in Batterer Intervention Programs

Intimate partner violence is a serious social and public health issue often treated via psychoeducational groups in batterer intervention programs. The topic of sexual respect is a universal component in these groups, but traditional approaches may be too structured to address its complexity. This article outlines examples of how to select and process issues related to sexual violence and sexual respect in a way that honors group dynamics and process and accounts for various stages of offender accountability. We offer a curriculum that uses a careful selection of topics that is related to the skills deficit of the members, while utilizing the power of the group to facilitate the discussion. Specifically, we outline how sexual respect can be addressed in the low-accountability forming stage, the medium-to-high accountability norming/storming stage, and the high accountability performing stage in batterer intervention programs.