No description available.

Burnout is a construct first proposed by Freudenberger to describe a condition that develops in people who work with people such as teachers, nurses and first responders (Shan, 2005). Professionals who are burned out demonstrate a lack of concern for the people they service and often perform poorly on the job. In recent years, the construct of Burnout has been largely replaced by the construct of Compassion Fatigue. Interestingly, mental health professionals who work with children as their predominant client base have not been extensively studied, although these professionals arguably could be experiencing some of the highest levels of Compassion Fatigue (Eastwood, 2008). Research shows that Burnout and Compassion Fatigue impact the work that an individual performs, but the impact of these on the use of particular therapeutic practices as an area is less studied. The present study sought to determine if there is a relationship between Burnout, Compassion Fatigue, and the use of evidence-based practices in mental health professionals. Using research by Craig and Sprang (2010) as the starting point, this study also investigated whether mental health professionals who work with children experience more or less Burnout and Compassion Fatigue than those who work with adults. Mental health professionals from a variety of mental health facilities in the Philadelphia region served as subjects in this study. Participants were given the Trauma Practices Questionnaire (TPQ), a 22-item treatment practices utilization scale, the Professional Quality of Life Scale-V (PRoQOL-V), a 30-item scale that required respondents to assess their thoughts and feelings in relation to their work, and a questionnaire formulated by this investigator that included demographic information, background information, as well a question that focused on the age of the mental health professional's client base and a question that focused on years of professional experience. The results showed that the mental health professionals who worked with adults were older, more typically white, had higher levels of education and had undergraduate majors that were in psychology or a psychology-related area (e.g., social work) than mental health professionals who worked with children. Burnout and Compassion Fatigue correlated negatively with all practices, evidence based and non-evidence based. Males used more evidence-based and total practices than females. Females had a higher level of Compassion Satisfaction but also a higher level of Burnout. The results showed that the mental health professionals who worked with children had higher levels of Compassion Satisfaction, but also higher levels of Burnout. The data show that the group that works with children used less cognitive and behavioral approaches. The broader implications of the results are discussed in the conclusion. / Educational Psychology

The purpose of this exploratory study was to examine the extent to which pretreatment characteristics influence therapist treatment adherence by using data sampled from a randomized effectiveness trial and an efficacy study. Research suggests that youth-, family-, and therapist-level pretreatment characteristics influence therapist behavior; however, this area is underdeveloped as most studies have focused on externalizing problem areas, family-based approaches, and the use of parent or therapist report to assess for therapist adherence. To date, no research has examined this question with anxiety as the target problem, individual-focused CBT, and with observational therapist adherence data. An observational coding measure, Cognitive-Behavioral Therapy Adherence Scale for Youth Anxiety, was used to assess therapist adherence to CBT for youth anxiety. Hierarchical linear model analyses were conducted to estimate changes in therapist adherence over time, based on youth-, family-, and therapist-level pretreatment characteristic predictors. Results suggest that youth ethnicity/race, therapist openness to evidence-based practices, therapist theoretical orientation, and therapist age influence the process of therapy: in this case, therapist adherence. The current study provides essential evidence about potentially important predictors of therapist adherence for CBT youth anxiety and points to important clinical and treatment adoption implications.

Methods for Teaching Students with Autism Spectrum Disorders is the most comprehensive text available, aimed at helping pre-service and in-service teachers and related service professionals understand the importance of evidence-based practices in the education of learners with Autism Spectrum Disorders (ASD) from a family and longitudinal learning perspective. With its emphasis on the theme of family and professional partnerships and collaboration and consultation, the book includes learning aids such as suggested print and web-based resources, graphic organizers, and points for reflection; child and family vignettes, “Consider This” features, and examples of exemplary programs and practices; and the most up-to-date information and latest trends in the field. / https://dc.etsu.edu/etsu_books/1122/thumbnail.jpg

Social workers have no clear professional guidelines about the application of culturally competent mental health service delivery. Without culturally competent mental health service delivery, clients from diverse cultures do not access needed mental health services and they experience less effective therapy treatment outcomes and overall disparity of service delivery throughout the therapeutic process. The purpose of this descriptive case study was to better understand how community-based social workers are delivering culturally competent services to clients. The theoretical framework for the study was multiculturalism and the primary research questions addressed how associate clinical social workers who provide in-home mental health services in Los Angeles deliver culturally competent services to their clients. Through 8 interviews with associate clinical social workers, this descriptive case study revealed that without clear direction on what culturally competent services are, or how to deliver them, social workers are using a combination of personal experience and personal culture, educational and practice knowledge, and in some cases no attention to culture, to meet the mental health needs of their clients. This study emphasized the need for an industry wide understanding of the term cultural competency, so it could serve as the frame of reference by which practice professional skill level could be assessed, practice protocols measured, and could lead to social change through greater access to counseling services for clients.

No description available.

Best Practices: Does it mean the same thing in the Aboriginal community as it does in the Health Authorities when it comes to diabetes care? / Population Health

This presentation will provide behavior analysts (BCBAs) and others with information about and skills in identifying, selecting and using evidence-based practices (EBP) in ABA. The definition and criteria for EBP, its conceptual similarities to and differences from the Baer, Wolf and Risley (1968, 1987) dimensions of ABA, resources for identifying EBPs, EBP examples relevant to BCBAs, and research, practical and ethical issues in EBPs for ABA will be presented and discussed. Two sources have outlined evidence-based practices for children with ASD. Prior to receiving information about EBPs, educators from around the state were asked to indicate whether they were familiar with several practices. If they were familiar, educators were asked about their perceptions of the evidence base. Results from a survey, suggestions for how BCBAs can effectively and efficiently stay abreast of advances/changes in EBPs, implications for BCBAs working with educators and making recommendations involving evidence-based practices are included.

In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, & Smith, 2008). It has been posited that “practicing up” is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009). Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, & Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, & Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and iv enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform. Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, & Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-07T15:34:17Z No. of bitstreams: 1 Mariana Postingher_.pdf: 540542 bytes, checksum: c91f8529aee6ff76c3a25a5d7054e562 (MD5) / Made available in DSpace on 2018-08-07T15:34:17Z (GMT). No. of bitstreams: 1 Mariana Postingher_.pdf: 540542 bytes, checksum: c91f8529aee6ff76c3a25a5d7054e562 (MD5) Previous issue date: 2018-04-20 / Nenhuma / O atendimento às mulheres com diagnóstico de aborto requer uma atenção segura e humanizada. O abortamento, independente de sua etiologia, é um evento vivenciado por mulheres em crescente índice no Brasil, e se não bem manejado, apresenta riscos e complicações, como a mortalidade. Poucos são os estudos que apresentam a preocupação com os sentimentos e necessidades de saúde dos envolvidos no abortamento. Neste sentido, o presente estudo visou construir e propor a implantação de um protocolo assistencial multiprofissional para mulheres com diagnóstico de aborto, investigando como ocorre a assistência multiprofissional prestada às mulheres com diagnóstico de abortamento. Trata-se de um olhar qualitativo, descritivo e exploratório sendo utilizada a pesquisa ação como meio de entender o atendimento às mulheres com diagnóstico de abortamento, considerando a tríade das práticas baseadas em evidências. Para este, foram entrevistadas dez mulheres que vivenciaram pelo menos um atendimento hospitalar por abortamento no ano de 2017, buscando as preferências das mulheres e a realização da técnica de grupo focal com nove profissionais da saúde que atuavam há mais de dois anos na instituição de escolha da pesquisa, discutindo as evidências clínicas e habilidades clínicas. Mediante análise das evidências e discussão dos dados do estudo, foi possível a construção do protocolo de atendimento a mulheres em situação de abortamento. Os resultados mostram que há necessidade de capacitações com as equipes de saúde, como também de sistematizar o atendimento do abortamento, buscando a individualização de cada caso devido às necessidades de saúde da mulher, desde o diagnóstico do aborto até o posterior planejamento reprodutivo ou contraceptivo. / The care for women diagnosed with abortion requires a safe and humanized attention. Abortion independent of its etiology and is an event experienced by women in an increased index in Brazil, and if not well carried, presents risks and complications such as mortality. Few are the studies that show concern with the feelings and health needs of those involved in abortion. In this sense, the present study aimed to build and propose the implementation of a multiprofessional care protocol for women diagnosed with abortion, investigating how multiprofessional care provided to women with a diagnosis of abortion happens. It´s a qualitative, descriptive and exploratory look which uses action research as a way to understand the care of women with a diagnosis of abortion, considering the triad of evidence-based practices. For this one, ten women who had experienced at least one hospitalization per abortion in the year 2017 were interviewed, seeking the women's preferences and the realization of the focus group technique with nine health professionals who had been working for more than two years at the institution of research choice, discussing the clinical evidence and clinical skills. Through analysis of the evidence and discussion of the study data, it was possible to construct the protocol of assistance to women in situations of abortion. The results show that there is a need for training with health teams and systematizing abortion care, looking for the individualization of each case due to women's health needs, from the diagnosis of abortion to subsequent reproductive or contraceptive planning.