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Intervention Process (intervention + process)
Selected AbstractsSCALE-UP and FIELD TEST of the VACUUM/STEAM/VACUUM SURFACE INTERVENTION PROCESS FOR POULTRY,JOURNAL OF FOOD PROCESS ENGINEERING, Issue 5 2003MICHAEL KOZEMPEL ABSTRACT The Vacuum/Steam/Vacuum surface intervention pilot plant processor was scaled up to a mobile unit that can be transported to close proximity of chicken processing plants. After several modifications to the mandrel that supports the broiler carcass in the treatment chamber to minimize mechanical damage, the unit was capable of 1.1 log cfu/mL kill of inoculated Listeria innocua and 1.4 log cfu/mL kill of inoculated E. coli K-12. Field tests achieved 1.4 log kill of E. coli and 1.2 log kill of Campylobacter on freshly processed chicken using 3 cycles and 138C saturated steam. But, there was extensive mechanical damage. the mandrel was modified in the Eastern Regional Research Center pilot plant to eliminate the mechanical damage. With mechanical damage eliminated, the bacteria kill was 1.1,1.5 log of inoculated E. coli K-12 with a total process time of 1.1 s. [source] The prevalence of reading and spelling difficulties among inmates of institutions for compulsory care of juvenile delinquentsDYSLEXIA, Issue 2 2001Idor Svensson Abstract Recent studies have focused on reading and writing disabilities among inmates in prisons and at juvenile institutions. Some studies in Sweden have demonstrated that more than half of the delinquents have serious reading difficulties, and for immigrants the situation is even worse. However, these studies have focused on small groups. Furthermore, little attention has been paid to different types of reading and writing difficulties. The main purpose of this investigation was to estimate the prevalence of reading and writing disabilities in juvenile institutions. The study analyses gender differences and differences between immigrants and Swedish pupils. The study included 163 pupils from 22 institutions and used three tests of literacy skills: word identification, spelling and reading comprehension. More than 70% showed some problems in reading and spelling. However, only 11% had serious difficulties. Moreover, the results showed that comprehension ability among immigrant boys was lower than among Swedish boys, despite the same level of word reading skill. The high prevalence of reading and writing disabilities seems primarily to be related to social and cultural factors, home backgrounds, limited school attendance and poor self-esteem rather than to constitutional problems of a dyslexic nature. The implication of this conclusion may be important for the intervention process. Copyright © 2001 John Wiley & Sons, Ltd. [source] The Use of Physical Interventions with People with Intellectual Disabilities and Challenging Behaviour , the Experiences of Service Users and Staff MembersJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2005Sarah Hawkins Background, The views of both service users with intellectual disability and their support staff on the use of physical interventions are largely unknown. The research that does exist describes a largely negative pattern of responses. The present study aimed to explore the personal impact of receiving and implementing physical interventions, and also how service users and staff felt the use of such procedures impacted on each other. Method, Eight service user/staff pairs were interviewed about their experiences of physical intervention within 1 week of their mutual involvement in a behavioural incident requiring restraint use. A qualitative methodology was employed to obtain views on a non-pain compliance approach to physical intervention. Results, Service user and staff experiences were intrinsically linked, highlighting the interactional nature of physical interventions. It was apparent that experiences of physical intervention were dependent on far more than the application of techniques alone. Conclusions, Participants' accounts were primarily negative. Service user and staff experiences were clearly affected by their appraisals of each other's behaviour throughout the physical intervention process. [source] Assessment for crisis interventionJOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2006Rick A. Myer This article describes the triage assessment system (TAS) for crisis intervention. The TAS assesses affective, behavioral, and cognitive reactions of individuals to crisis events. This assessment model offers clinicians an understanding of the type of reactions clients are experiencing as well as the intensity of these reactions. The TAS provides a quick, accurate, and easy-to- use method that is directly usable in the intervention process. The system can also be used to monitor clients' progress during the intervention process. Two case illustrations are presented to demonstrate the use of the model. In addition, the Triage Assessment Form: Crisis Intervention is included as an Appendix. © 2006 Wiley Periodicals, Inc. J Clin Psychol: In Session 62: 959,970, 2006. [source] When multi-problem poor individuals' values meet practitioners' values!JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2005Liliana Sousa Abstract Every intervention process can be thought of as a journey of partnership between people, as well as an intellectual journey of ideas and an emotional journey of relationships. This exploratory study aims at reaching a better understanding of three questions: (i) What values do individual heads of multi-problem poor households and practitioners show regarding their relationship? (ii) How might those values inform the interaction between them, in positive and/or negative ways? (iii) What might the value system which organizes the interaction between the participants be? This study was carried out using a critical incidents technique and was based on a sample comprising two sub-groups: 100 heads of multi-problem poor families and 97 professionals. Findings reveal the following individual values: heads of multi-problem poor families value instrumental support, relationships and effectiveness; while professionals' appreciate relationships, obedience to their own instructions and (in)effectiveness. These value systems seem to frame the interaction in games of responsibility avoidance that lead to the individuals' disempowerment, disguised in an aura of ,adequate impotence'. Copyright © 2005 John Wiley & Sons, Ltd. [source] Considerations in the identification, assessment, and intervention process for deaf and hard of hearing students with reading difficultiesPSYCHOLOGY IN THE SCHOOLS, Issue 2 2008Donna Gilbertson Problematic assessment and intervention issues present substantial challenges when making educational decisions for deaf or hard of hearing (D/HH) students who are experiencing reading difficulties. These students present a diverse set of language acquisition skills, hearing ability, and orientation to early school learning activities that are different from the hearing student population. Given the importance of selecting assessment approaches that lead to effective interventions for D/HH students, three assessment procedures for identification of at-risk children and learning disabilities within the D/HH population are examined. Assessments reviewed are teacher referral, norm-referenced testing, and student response to intervention. Challenges to each process and the need for additional assessment and empirically validated treatment options are discussed. Finally, a case example is presented to illustrate a framework that may help school psychologists promote early identification of learning problems and outline interventions that meets a D/HH child's unique needs by focusing on reading outcomes in the curriculum. © 2008 Wiley Periodicals, Inc. [source] Psychopathology in the schools: Multicultural factors that impact assessment and interventionPSYCHOLOGY IN THE SCHOOLS, Issue 4 2006Lisa A. Suzuki All cultures promote specific norms of behavior that can influence the assessment and intervention process with members of racially/ethnically diverse groups who are diagnosed with various forms of psychopathology. The purpose of this article is to highlight literature on the prevalence of psychological disorders with respect to children and adolescents from different racial/ethnic groups and present variables that may impact assessment and intervention within these diverse populations (e.g., contextual factors, racial and ethnic identity, religious/spiritual beliefs, parenting factors, student attitudes). In addition, cultural issues related to the assessment process and culturally sensitive recommendations for intervention are addressed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 429,438, 2006. [source] The Leader Observation Tool: a process skills treatment fidelity measure for the Incredible Years parenting programmeCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2008C. Eames Abstract Background Despite recognition of the need to deliver evidence-based programmes in the field of mental health, there is little emphasis on implementing such programmes with fidelity. Attempts by programme developers to ensure adherence to their programmes include the development of training, manuals and content scales, but these alone may be insufficient to ensure fidelity in replication. Observational measures lend themselves as a potentially useful assessment of intervention outcomes, providing accurate and objective accounts of the intervention process. Aim To develop a reliable and valid observational treatment fidelity tool of process skills required to deliver the Incredible Years (IY) BASIC parenting programme effectively. Methods An objective observational fidelity measure was developed to assess adherence to the IY BASIC parenting programme protocol. Observations were conducted on 12 IY BASIC parenting programme groups, attended by parents of pre-school children displaying signs of early onset conduct disorder. Results The Leader Observation Tool (LOT) achieved high internal reliability and good code,recode and inter-rater reliability. Evidence of concurrent validity was also obtained. Conclusions Having demonstrated that the LOT is a reliable and valid measure of implementation fidelity, further research is necessary to examine the relationship between LOT scores and intervention outcome. [source] Buprenorphine and methadone in the treatment of opioid dependence: methods and design of the COBRA studyINTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH, Issue 1 2005Prof Dr Hans-Ulrich Wittchen Abstract Buprenorphine and methadone are the two established substitution drugs licensed in many countries for the treatment of opioid dependence. Little is known, however, about how these two drugs are applied and how they work in clinical practice. In this paper we present the aims, methods, design and sampling issues of a collaborative multi-stage epidemiological study (COBRA) to address these issues. Based on a nationally representative sample of substitution physicians, the study is designed as an observational, naturalistic study, consisting of three major parts. The first part was a national survey of substitution doctors (prestudy, n = 379 doctors). The second part was a cross-sectional study (n = 223 doctors), which consisted of a target-week assessment of 2,694 consecutive patients to determine (a) the severity and problem profiles and treatment targets; (b) the choice and dosage scheme of the substitution drug; (c) past and current interventions, including treatment of comorbid hepatitis C; and (d) cross-sectional differences between the two drugs with regard to comorbidity, clinical course, acceptance/compliance and social integration. The third part consists of a prospective-longitudinal cohort study of 48 methadone-treated and 48 buprenorphine-treated patients. The cohort is followed up over a period of 12 months to investigate whether course and outcome of the patients differ by type or treatment received in terms of clinical, psychosocial, pharmaco-economic and other related measures. The response rate among substitution doctors was 57.1%; that among eligible patients was 71.7%. Comparisons with the federal registers reveal that the final samples of doctors and patients may be considered nationally representative with regard to regional distribution, training, type of setting as well as the frequency of patients treated with buprenorphine or methadone. The COBRA study provides a unique comprehensive database, informing about the natural allocation and intervention processes in routine care and about the course and outcome of patients treated with buprenorphine or methadone. Copyright © 2005 Whurr Publishers Ltd. [source] Promoting Strategic Learning by Eighth-Grade Students Struggling in Mathematics: A Report of Three Case StudiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2005Deborah L. Butler Participants were three eighth-grade students enrolled in a learning assistance classroom who were of at least average intelligence but who were performing significantly below grade level in mathematics. These case studies document the processes by which these students were supported to self-regulate their learning in mathematics more effectively. We begin by outlining important instructional foci in mathematics education for intermediate or secondary students with learning disabilities, along with what research indicates are effective instructional processes. In that context, we introduce the theoretical principles underlying the instructional model used here,Strategic Content Learning (SCL). Based on analyses of case study data, we describe how SCL instruction was structured to promote strategic learning. Throughout the discussion, intervention processes are described in sufficient detail to be of use to practitioners. [source] Changing the Debate about "Success" in Conflict Resolution EffortsNEGOTIATION JOURNAL, Issue 2 2001Tamra Pearson D'Estrée This essay outlines a conceptual framework for discussing "success" in interactive conflict resolution and in conflict resolution efforts more generally. It first proposes reasons why evaluation is crucial for improving practice. An overview of the new framework and its development are then presented. This gives the reader a window into its construction and some of the challenges of evaluation in conflict intervention processes. Next, the uses of the framework are explained as well as how its use helps to change the debate about successful processes. Finally, this article discusses how the theoretician, practitioner, and researcher-evaluator can use this framework for their own purposes, and how evaluating processes based upon their goals helps to improve the theory, practice, and research of the field. [source] | ||||||||||||||||