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Assessment Interview (assessment + interview)
Selected AbstractsThe impact of a motivational assessment interview on initial response to treatment in adolescent anorexia nervosaEUROPEAN EATING DISORDERS REVIEW, Issue 2 2004S. G. Gowers Abstract This study was a pilot for a larger study to evaluate a time-limited outpatient programme for adolescent anorexia nervosa, to explore the ability of an assessment interview to change self-reported motivation and ascertain the extent to which this predicted engagement with treatment and early behavioural change. Forty-two adolescents with anorexia nervosa rated their motivation for change before and after attending a new-style assessment interview. Initial (6 week) effectiveness of the programme was evaluated by measuring engagement with treatment, weight change, clinician (HoNOSCA) and self-rated (EDI, MFQ, HoNOSCA-SR) outcome measures, overall and in relation to motivational status. The assessment interview significantly improved motivation. Motivational category after interview was unrelated to physical status, cognition or general functioning but predicted engagement with treatment. Whilst for the whole sample, treatment produced physical, cognitive and general improvements at 6 weeks, motivational status was a powerful predictor of weight gain. A client-centred assessment interview engaged 80% in an outpatient programme based on CBT. Motivational enhancement may improve engagement and specifically result in behavioural change and early weight gain. Copyright © 2004 John Wiley & Sons, Ltd and Eating Disorders Association. [source] Peer review in Nursing and Midwifery: a literature reviewJOURNAL OF CLINICAL NURSING, Issue 4 2008Amelia Rout MSc, BSc (Hons) Aims and objectives., The Clinical Education Project investigated clinical education in nursing and midwifery settings. The aim of this phase was to investigate and evaluate the processes and outcomes of clinical assessment of preregistration nurses and midwives, focusing on the assessment interview, and to evaluate the feasibility of introducing peer review of the clinical assessment interview in acute clinical settings. Background., Peer review is common in many professional areas. The literature describes various applications of peer review and makes recommendations for its use. However, there is a shortage of studies investigating the use of peer review in nursing and midwifery education and practice. Design., The project involved a systematic literature review and a qualitative exploratory study. This article describes the first part of the study: a systematic literature review of peer review. The second part of the study is reported elsewhere. Methods., The systematic literature review investigated international articles written since 1994 that contained information on peer review in pre/post registration nursing and midwifery within higher education or practice. Results., From the available literature, 52 specific initiatives were analysed. The majority of articles originated in America and involved nursing staff working in secondary care settings. Fifty-one articles had missing information varying from not stating the sample size to not including information about evaluations. Conclusions., The literature review found that whilst peer review is commonplace in nursing and midwifery practice, there is a lack of robust literature about its use. Relevance to clinical practice., Peer review in clinical settings such as nursing and midwifery can facilitate the sharing of good practice and personal and professional growth. It allows participants to learn from each other and gain insight into their development. [source] Initiation of stimulant and antidepressant medication and clinical presentation in juvenile bipolar I disorderBIPOLAR DISORDERS, Issue 2 2008Maria E Pagano Objectives:, The primary purpose of this study was to examine the extent to which the initiation of stimulant and antidepressant medication was associated with the subsequent onset of juvenile bipolar I disorder (BP I). Another aim was to investigate differences in clinical presentation between youths prescribed stimulant or antidepressant medication before and after the onset of juvenile BP I disorder. Methods:, Youths between the ages of 5 and 17 years meeting full, unmodified DSM-IV diagnostic symptom criteria for BP were included in this study. Data regarding the age of onset of BP I, psychiatric comorbidities, and current symptoms of mania and depression were obtained. Medication history was recorded as part of the assessment interview with parents and youths. Results:, Of the 245 youths with BP I, 65% (n = 160) were treated with stimulant medication; 32% (56/173) were treated after the onset of BP I, and 19% (32/173) were treated before the onset of BP I. Forty-six percent (113/245) were treated with antidepressant medication; 33% (67/206) were treated after the onset of BP I, and 3% (7/206) were treated before the onset of BP I. Patients who were treated with stimulants after the onset of BP I were significantly more likely to be younger (p < 0.0001). Patients who were treated with antidepressants before the onset of BP I were significantly more likely to be older and to have lower levels of mania on the Young Mania Rating Scale at assessment (p < 0.01). Conclusions:, Data from this retrospective case series do not support the association between initial stimulant or antidepressant use and the onset of BP I or presenting symptoms of depression or manic symptoms. [source] Testing the use of interviews as a tool for monitoring trends in the harvesting of wild speciesJOURNAL OF APPLIED ECOLOGY, Issue 4 2008Julia P. G. Jones Summary 1Many aspects of human behaviour impact on ecological systems. Ecologists therefore need information on changes in these behaviours and are increasingly using methods more familiar to social scientists. 2Understanding patterns of wildlife harvesting is important for assessing the sustainability of harvests. Interviews are commonly used in which informants are asked to summarize their activities over a period of time. However, few studies have investigated the reliability of such data, the usefulness of interviews for monitoring trends, and how their information content can be maximized. 3We carried out rapid assessment interviews with villagers in Madagascar about the quantity, timing and spatial patterns of crayfish Astacoides granulimanus and firewood collection. We compared the results with information from daily interviews with the same informants. We used mixed models to investigate how accurately people reported their activities in the rapid assessment interviews, and estimated the probability of detecting a change in harvesting from two such interviews using a Bayesian approach. 4The interviews provided reliable information on quantities, effort, and the spatial pattern of harvesting. Simulations suggested the interviews would detect changes in catches and harvesting effort with reasonable power; for example, a 20% change in the amount of time spent crayfish harvesting could be detected with 90% power. Power is higher when the same informants are questioned in repeat interviews. 5Synthesis and applications. Ecologists are increasingly using social techniques and it is vital that they are subject to rigorous testing to ensure robustness in trend detection. This study suggests that interviews can be used to monitor changes in harvesting patterns by resource users, but whether the power is adequate will depend on the needs of the study. To maximize the power of interviews, informants should be interviewed independently and the same informants interviewed in subsequent years. [source] Multifaceted functional behavior assessment for students with externalizing behavior disordersPSYCHOLOGY IN THE SCHOOLS, Issue 2 2002Daniel E. Olympia Recent federal mandates have increased interest in the use of functional behavior assessment as a necessary part of initial and ongoing work with students with externalizing behavior disorders. A multifaceted approach to functional behavior assessment provides a comprehensive assessment of both behavioral excesses and deficits commonly found in externalizing behavior disorders and also provides for the linkage of assessment information to educational interventions that can be implemented and monitored in educational settings for students with behavior disorders. The authors, using a variety of empirically derived methods, describe specific components of a multifaceted approach to functional behavior assessment in the context of the widely accepted behavioral excess/deficit model for students with externalizing behavior disorders. Empirically derived and validated methodologies (i.e., indirect data collection and analysis, direct observation and recording of behavior, and use of probes to establish baseline rates and measure impacts of intervention) are described. Technology-assisted data collection and analysis using computer-assisted functional behavior assessment interviews and direct observation of behavior using personal digital assistant (PDA) based software are also presented as a means to improve efficiency and reduce time needed to conduct adequate functional behavior assessments. Specific strategies to address academic skill and performance deficits as well as social skills deficiencies in the context of a multifaceted functional behavior assessment are also presented for students with externalizing behavior disorders. © 2002 Wiley Periodicals, Inc. [source] | ||||||||||