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Post Intervention (post + intervention)

Distribution by Scientific Domains

Medical Sciences	85%

Selected Abstracts

The effectiveness of a peer support camp for siblings of children with cancer,

PEDIATRIC BLOOD & CANCER, Issue 5 2006
Ranita Sidhu BSc OT
Abstract Background Siblings of children with cancer have higher levels of psychological stress and adaptational difficulties compared to siblings of healthy children and children with other chronic illness. This is the first study to report on the mental health of Australian siblings of children with cancer and examines the effects of a therapeutic peer support camp,Camp Onwards, as an intervention. Procedure A protocol, designed to reduce levels of distress, improve social competence, and improve knowledge about the impact of cancer and its treatment was developed. Siblings (n,=,26) 8,13 years were assessed using standardised self-report measures pre and post intervention and at ,8 weeks follow-up with: the Behaviour Assessment for Children (BASC) (Reynolds & Kamphaus, 1992), Self Perception Profile for Children (SPP-C) (Harter, 1985), Sibling Perception Questionnaire (SPQ) (Carpenter & Sahler, 1991). Results Change was measured using paired t tests. At pre-test, 40% of the sample demonstrated increased levels of emotional distress when compared to the normal population. Post intervention, siblings reported lower levels of distress demonstrated by decreased anxiety (P,=,0.01) and positive changes in the Self Report of Personality [BASC] (P,=,0.00). Improved social competence was noted in the interpersonal domain of the SPQ (P,=,0.01) and also greater social acceptance scores on the SPP-C (P,=,0.01). Improved knowledge about the impact of cancer and its treatment was evidenced by significant reductions in the fear of disease domain on the SPQ (P,=,0.01). Conclusions Siblings who attended Camp Onwards demonstrated improved mental health outcomes that were sustained at follow-up, demonstrating its effectiveness as an intervention strategy in supporting sibling adjustment. Pediatr Blood Cancer 2006; 47:580,588. © 2005 Wiley-Liss, Inc. [source]

Design and implementation of training to improve management of pediatric overweight

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2005
Continuing Medical Education, Luke Beno MD Chief
Abstract Introduction: Clinicians report a low proficiency in treating overweight children and using behavioral management strategies. This paper documents the design and implementation of a training program to improve clinicians' skills in the assessment and behavioral management of pediatric overweight. Methods: Two one-hour CME trainings were designed using published guidelines, research findings, and expert committee recommendations. The trainings were provided to clinicians of a managed care pediatric department, utilizing novel screening and counseling tools, and interactive exercises. Surveys and focus groups were conducted 3 and 6 months post intervention to examine clinician attitudes and practices regarding the screening and counseling tools. Results: Post intervention, the majority of clinicians agreed that the clinical practice guidelines (Pediatric Obesity Practice Resource) and BMI-for-age percentile provided useful information for clinical practice. Clinicians reported an increased utilization of the recommended screening tools and changes in office practices to implement these tools. They offered suggestions to improve the ease of use of the tools and to overcome perceived clinician and/or patient barriers. Discussion: A brief, cost effective, multi-faceted training and provision of counseling tools were perceived as helpful to clinical practice. Useful lessons were learned about tool design and ways to fit tools into practice. Training the entire health care team is advantageous to the adoption of new tools and practices. [source]

The feasibility of a GP led screening intervention for depression among nursing home residents

INTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 11 2006
Sandra Davidson
Abstract Aim To examine the feasibility of a brief intervention training general practitioners (GPs) in the administration of a depression screening instrument for use among nursing home residents. Intervention GPs attended a single education session on late-life depression and were trained in the use of the Cornell Scale for Depression in Dementia. Following the intervention GPs reviewed their patients for depression. Outcome measures Diagnosis of depression pre and post intervention; changes in antidepressant medications post intervention. Results Ten GPs and 38 patients completed all components of the study. GPs identified that 24% of their patients had Cornell Scores indicative of probable major depression that was either unrecognised or inadequately treated. 88% of these patients had been previously diagnosed with depression. A further 32% of patients exhibited depression symptoms, half (50%) of whom had a previous diagnosis of depression. Reviewing patients had an effect on antidepressant prescribing for patients with probable major depression, with GPs making changes to the antidepressant medication of 29% of patients. Conclusions The high rate of residents presenting with probable major depression despite being prescribed antidepressants indicate that depression symptoms are inadequately recognised and treated in nursing homes. This study demonstrated that a single education session on late-life depression was feasible and was associated with an improvement in GPs' recognition of depression among nursing home patients. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Identifying and changing the normative beliefs about aggression which lead young Muslim adults to join extremist anti-Semitic groups in Pakistan

AGGRESSIVE BEHAVIOR, Issue 6 2009
Naumana Amjad
Abstract Two studies investigated the role of beliefs about the acceptability of aggression ("normative beliefs") against Jews in determining who would join an extremist group. In Study 1, students in a university in Pakistan (N=144) completed self-report attitude measures, and were subsequently approached by a confederate who asked whether they wanted to join an extremist anti-Semitic organization. Normative beliefs about aggression against Jews were very strong predictors of whether participants agreed to join. In Study 2, participants (N=92) were experimentally assigned to either a brief educational intervention, designed to improve inter-group relations, or to a control group. They also filled in self-report attitude measures pre and post intervention. Participants in the intervention group were much less likely to agree to join the extremist group, and this effect of the intervention on joining was mediated by changes in normative beliefs about aggression against Jews. The results have implications for theories of inter-group aggression and interventions to prevent people from being recruited into extremist groups. Aggr. Behav. 35:514,519, 2009. © 2009 Wiley-Liss, Inc. [source]

An interactive education session and follow-up support as a strategy to improve clinicians' goal-writing skills: a randomized controlled trial

JOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 1 2010
Elisabeth Marsland BAppSc(OT)Hons
Abstract Background, Recent research indicates that allied health clinicians have difficulty articulating client needs and priorities into specific and measurable goals. As a result, a number of strategies to facilitate improvement in allied health clinicians' goal-setting skills have been recommended in the literature. In order to assist clinicians develop the skills required to set SMART goals, it is necessary that the strategies are rigorously tested. Aim, To determine if a 50-minute education session and 3-month email and telephone support programme improves clinicians' SMART goal-writing skill and accurately predicts improved goal-writing behaviour. Methods, Concealed random allocation of participants (n = 120) into two parallel groups: (1) intervention group received education on writing goals using the SMART Goal Evaluation Method as part of a workshop on outcome measurement and received 3 months of follow-up support (n = 60); and (2) control group attended a workshop on evidence-based practice (n = 60). Results, Education and follow-up support improved clinicians' SMART goal-writing skills at both the 3- and 6-month review (Yates ,2 = 4.324, d.f. = 1, P = 0.0375). Structural equation modelling revealed education and follow-up support is an accurate predictor of SMART goal-setting behaviour change at both 3 months (standardized regression weights = 0.21; P = 0.014) and 6 months (standardized regression weights = 0.19; P = 0.02) post intervention. Changes were modest and developed over a 6-month period. Conclusion, This study provides empirical evidence that a programme of educating clinicians in a standardized method of goal setting and providing follow-up support improves allied health clinicians' SMART goal-writing skills. [source]

The Strengthening Families Program 10,14: influence on parent and youth problem-solving skill

JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 5 2010
Y. SEMENIUK ms rn
Accessible summary ,,Study reports the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and young adolescent problem-solving skill among 57 dyads using the Iowa Family Interaction Rating Scale (IFIRS) and Dyadic Assessment Intervention Model analysis methods. ,,None of the hypothesis was fully supported. Outcomes for parents were contrary to prediction. ,,Though SFP 10,14 demonstrated questionable efficacy for problem solving skill particularly among adults in this small sample with limited follow-up, parents and youth enjoyed the intervention. ,,Persons implementing family skill training programs may let participants know that youth tend to grasp the skills earlier and with less effort than adults. Abstract The aim of this paper is to report the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and youth problem-solving skill. The Hypotheses in this paper include: (1) youth and parents who participated in SFP would have lower mean scores immediately (T2) and 6 months (T3) post intervention on indicators of hostile and negative problem-solving strategies; (2) higher mean scores on positive problem-solving strategies; and (3) youth who participated in SFP would have higher mean scores at T2 and at T3 on indicators of individual problem solving and problem-solving efficacy than youth in the comparison group. The dyads were recruited from elementary schools that had been stratified for race and assigned randomly to intervention or comparison conditions. Mean age of youth was 11 years (SD = 1.04). Fifty-seven dyads (34-intervention & 23-control) were videotaped discussing a frequently occurring problem. The videotapes were analysed using the Iowa Family Interaction Rating Scale (IFIRS) and data were analysed using Dyadic Assessment Intervention Model. Most mean scores on the IFIRS did not change. One score changed as predicted: youth hostility decreased at T3. Two scores changed contrary to prediction: parent hostility increased T3 and parent positive problem solving decreased at T2. SFP demonstrated questionable efficacy for problem-solving skill in this study. [source]