Author: Andrew Anthony Lubusko
Publisher: National Library of Canada = Bibliothèque nationale du Canada
ISBN: 9780612133198
Category : Crisis intervention (Mental health services)
Languages : en
Pages : 159

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Author: Andrew A. Lubusko
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Paul J. Seymour
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The telephone crisis intervention service at Utah State University (Help-Line) was evaluated in order to make the training program accountable and to produce recommendations for improvement in volunteer training. Help-Line training teaches a "non-directive" counseling model and incorporates experiential sensitivity type exercises, didactic discussion, and role playing. Help-Line volunteers were assessed by two methods. The first was a pretest-posttest control group design. Training was the independent variable and the discrimination of core conditions (as measured by the Crisis Center Discrimination Index) and the communication of empathy (as measured by the Crisis Center Communication Index) were the dependent variables . The Indexes are patterned after the work of Robert Carkhuff and utilize his 5-point rating system. The trainees scored significantly better than the control group on both the discrimination task (.01 level) and the connnunication task (.05 level). The second method was a comparison of the volunteers on the variables of Conceptual Level as postulated by Harvey, Hunt, and Schroder, and the decision of the volunteers regarding whether or not to work on Help-Line after training. Conceptual Level was measured by the Conceptual Systems Test (form 71) categorizing subjects according to cognitive structure and beliefs into one of four Conceptual Levels (CL): CL 1--concrete-proestablishment, CL 2--concrete-antiestablishrnent, CL 3--abstract-dependent, and CL 4--abstract-independent. Both trainers were CL 4 individuals and the interaction between subject and trainer is unknown. A comparison of CL 1, CL 3, and CL 4 subjects (the test identified no CL 2 members) on the Crisis Center Discrimination Index produced no significant differences. A comparison of CL 1, CL 3, and CL 4 subjects on the Crisis Center Colillllunication Index showed no significant differences on the pretest scores but a significant difference (.05 level) on the post test scores, CL 4 subjects scoring significantly higher than CL 3 and CL 1 subjects. No significant differences in the comunication of empathy were found between CL 1 and CL 3 subjects. A comparison of those subjects who elected to work on Help-Line after training and those who elected not to work on Help-Line after training revealed no significant differences on either the discrimination or communication indexes. A comparison of those subjects who elected to work on Help-Line after training and those who elected not to work on Help-Line after training with respect to Conceptual Level was made. Chi-square tests showed no significant differences for CL 1 subjects choosing to work or not to work, significance at the .05 level favoring CL 3 subjects choosing to work, and significance at the .05 level favoring CL 4 subjects choosing not to work.

Author: Mary M. Quinn
Publisher:
ISBN: 9781570353086
Category : Education
Languages : en
Pages : 104

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This guidebook is designed to help educators and others in their efforts to work with students with emotional and behavioral difficulties (EBD). Chapter 1 provides an overview of the needs and problems presented by such students. Chapter 2 contains basic information to help provide an enhanced understanding of students with EBD. Causes of emotional and behavioral problems, the educators role in identifying and referring students, documenting behaviors, cultural differences, drug therapy, and getting support from others are discussed. Chapter 3 contains strategies for structuring curriculum and instruction so that they have the most positive impact possible on student performance. The following chapter offers tips and ideas for strengthening classroom management practices. It also describes techniques to help educators interact with students in a manner that creates a positive and supportive classroom environment. Because of the success of instructional and classroom management programs can be enhanced by colleagues, families, and others, chapter 5 describes promising practices that many schools and districts now use to support classroom teachers and other instructional staff. The final chapter lists supplementary sources and contact information for relevant organizations. Appendices include federal regulations on the discipline of students with EBD and a glossary. (CR)

Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508

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Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 948

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Author: United States. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research
Publisher:
ISBN:
Category : Ethics, Medical
Languages : en
Pages : 614

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Author: Jonathan D. Avery
Publisher: Springer Nature
ISBN: 303058660X
Category : Medical
Languages : en
Pages : 189

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The book serves as a guide for all clinicians seeking to improve healthcare outcomes by implementing peer support in the treatment and management of medical and mental health conditions. The book begins with a chapter that describes the importance of peers and how peers are increasingly being utilized to improve medical outcomes. Each chapter opens with an introductory section, include tables and figures, and ends with a summary section for quick reference. Written by experts in the field, this resource covers the clinical implications for peer support in substance misuse, chronic medical conditions, in special populations, and mental illness generally. Each chapter is designed specifically to be accessible for a broad clinical audience of experts and non-experts across medical specialties. Peer Support in Medicine is an excellent resource for all clinicians seeking to improve healthcare outcomes using the gains made by the peer support model, including psychiatrists, psychologists, healthcare researchers, and medical students across specialties, nurses, social workers, and all others.

Author: Edward Maynard Glaser
Publisher:
ISBN:
Category : Philosophy
Languages : en
Pages : 664

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Author: Edgar Faure
Publisher: UNESCO
ISBN: 9231042467
Category :
Languages : en
Pages : 348

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