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<p>Listening (Janusik, 2002; Miller, 2018; Wolvin & Coakley, 1996) and eating disorders (EDs; National Centre for Eating Disorders (NCFED), 2018) are often not taught within schools, especially among adolescents. To address this, a school-based brief motivational interviewing (MI) intervention on listening when talking about EDs was created, implemented, and evaluated among adolescents (<em>n</em> = 260) from two middle schools within the Midwestern part of the United States. Specifically, School 1 (<em>n</em> = 100), and School 2 (<em>n</em> = 160) and three teachers (i.e., Teacher 1, Teacher 2, Teacher 3) allowed the researcher to present and collect data. In other words, three total teachers between the two schools, and one teacher, Teacher 1 (<em>n</em> = 100), was from School 1, and the other two teachers, Teacher 2 (<em>n</em> = 120) and Teacher 3 (<em>n</em> = 40) were from School 2. Participants were randomly placed into either the 1) the EDs listening intervention (education-plus) with an MI component (<em>n</em> = 6 classes) or 2) an education-plus Q&A intervention (<em>n</em> = 7 classes). All the participants were involved in the guest lecture and the pre-test and post-test survey, but data was only saved and analyzed from participants that had guardians/parents who consented (<em>n</em> = 75). The methodology for this dissertation project was a 2 (pre/post, unmatched) X 2 (condition) subject’s design. This dissertation project had two independent variables: (1) experimental condition (e.g., education plus MI and education plus Q&A), and (2) time (e.g., pre and post). This dissertation project had five dependent variables: (1) knowledge of listening, (2) knowledge of EDs, (3) listening self-efficacy, (4) knowledge of OARS, and (5) knowledge of the righting reflex. This dissertation project also had the random factor of schools (e.g., School 1 (A) and School 2 (B), and the fixed factor of gender identity (e.g., male and female). The results revealed a promise of efficacy and increased knowledge regarding EDs and aspects of listening, specifically through MI (e.g., OARS). Other areas of knowledge improved but not significantly. In other words, there were no significant differences in knowledge gains between MI and Q&A, but MI compared to Q&A showed a more extensive influence on self-efficacy. The main limitation of this study was the limited guardian/parental consent, resulting in a small sample size.</p><br><br>

Bakgrund: Närstående är genom mänsklig närhet och trygghet mycket värdefulla för patienter i palliativ vård. Idag sker en allt större del av den palliativa vården i hemmet vilket innebär att närstående ges en mer central roll i vårdandet. Forskning visar att närstående kan uppleva både emotionella, fysiska, sociala och psykologiska utmaningar vilket ökar risken för ohälsa. Det är av stor vikt att närstående blir sedda, erkända och inte känner sig ensamma i vårdandet. En intervention syftar till att avsiktligt bli involverad i en svår situation, antingen för att förbättra den eller för att förhindra att situationen försämras. Syfte: Syftet med litteraturöversikten var att belysa interventioner som uppmärksammar närstående inom palliativ hemsjukvård. Metod: En litteraturöversikt genomfördes utifrån syftet med studien. Både studier med kvalitativ- och kvantitativ design inkluderades. Artikelsökningar gjordes i databaserna CINAHL och PubMed. Resultatet baseras på tio vetenskapliga artiklar publicerade mellan år 2015-2020. Resultat: Resultatet beskrivs i tre kategorier utifrån likheter och tyngdpunkter i hur interventionerna utförs; interventioner som synliggör närstående, kunskapsbyggande interventioner och terapeutiska interventioner. Resultatet visar att det finns interventioner som uppmärksammar närstående till patienter i palliativ hemsjukvård och att dessa har effekt i form av minskad ångest, mindre vårdbörda och ökad livskvalitet hos närstående. Slutsats: Specialistsjuksköterskor i palliativ vård ska erbjuda stöd till patienter och närstående. Interventioner som uppmärksammar närstående i palliativ hemsjukvård finns och bör på ett strukturerat sätt erbjudas i klinisk verksamhet. / Background: The family members are important for the patient in palliative care. They provide security and are valuable. Today an increasing part of palliative care takes place in the home, which means that the family members are given a more central role in the care. Research shows that family members can experience both emotional, physical, social, and psychological challenges which increases the risk of illness. It is of great importance that the family members get the attention, are validated, and not feel alone in the care of the patient. Interventions aims to help family members to improve their situation or prevent the situation from getting worse. Aim: The aim with the literature review was to describe interventions that pay attention to family members in palliative home care. Method: The study design was a literature review. Both qualitative and quantitative publications were included. The databases PubMed and CINAHL were used to search the articles. A total of 10 articles, published between the years 2015–2020, were selected and analysed in the results of the literature review.   Results: The results are described in three categories based on similarities in how the intervention is made. The categories are interventions for the family members to make them visible and confirmed, knowledge-building interventions and therapeutic interventions. The results show that there are interventions that pay attention to family members in palliative home care and that these interventions have an effect that shows a reduction of anxiety, caregiver burden and more quality of life. Conclusion: Specialist nurses in palliative care should offer support to patients and their family members.  Interventions that make  the family members visible in palliative homecare exist and should be offered in a structured way.

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In the year 2000, over one million children were involved in a new divorce. These statistics indicated that this subgroup of children would continue to be a large part of the school population. The school, because of time spent there, becomes a likely place for the recognition and identification of problems that may arise from parental divorce, thus providing an appropriate setting for interventions to be conducted. The purpose of this study was to determine how parents, classroom teachers, and school counselors viewed the role of the school as a support system for children of divorce. The study also explored opinions about intervention and suggestions from divorced parents with children in schools. In this phenomenological study, a guided interview guide was used to interview 20 parents, 20 classroom teachers, and 8 school counselors. Data were collected, analyzed, and arranged into themes. From the findings the researcher concluded that parents, classroom teachers, and school counselors were aware that families of divorce sometimes require school intervention for their child's well being. Parents interviewed indicated that school staff should be informed of a parental divorce, by stating that the classroom teacher and counselor, if needed, should be involved with the child's well being. They also indicated that they believed school counselors were trained to provide divorce intervention, and they gave suggestions for the school to consider when working with children of divorce. Classroom teachers interviewed indicated that intervention should be used for children of divorce in the school setting if needed, that they used some kind of strategy when needed, and that they saw the school counselor as a resource in divorce intervention. School counselors interviewed indicated that it was the counselor's responsibility to assist children of divorce. They stated that they had not had specific training in divorce intervention, and gave examples of divorce intervention techniques used in their home school.

Effective intervention programs play a fundamental role in reducing rates of juvenile delinquency. Cognitive behavioral therapy (CBT) is an evidence-based psychotherapy that is strongly supported by research (ACT, 2010). Moral Kombat (MK) is an intervention that combines character-building and CBT concepts in programs for at-risk and delinquent juveniles with the goal to change their belief systems, thus improving their behaviors (Marchant, 2009). The purpose of the study was to evaluate the extent to which MK incorporates the principles identified in the literature as necessary for a CBT program to be successful. The occurrences of the 11 CBT principles identified in the literature found in the MK participant manuals were counted. MK appears to be a structurally sound program that has the potential to help participants but includes barriers to success such as resistance due to compelled attendance, social factors, costs, and inability to meet participant-specific therapy needs.

This article is a demonstration of how an implementation-science (IS) framework can be coupled with the measurement of implementation outcomes to effectively integrate evidence-based family interventions in primary care. The primary care environment presents a number of challenges for successfully integrating such interventions. However, IS methods can improve the prospect of successfully implementing a new intervention while simultaneously and rigorously evaluating the impact on salient outcomes. We used our experiences across 2 pilot trials in which the family check-up (Smith, Montaño, Mauricio, Berkel, & Dishion, 2016), an evidence-based family intervention, was integrated into primary care. In these pilot trials, the exploration, preparation, implementation, and sustainment (EPIS) framework and the Proctor et al. taxonomy of implementation outcomes were used to guide the implementation and evaluate its success. Grounding our presentation in our pilot work offers an illustration of applying the EPIS framework and outcomes measurement to real-world problems and contexts. When embarking on new efforts to integrate behavioral interventions into health-care settings, the application of IS frameworks and measurement strategies can create generalizable knowledge that substantively contributes to a sparse literature. Today, those “in the trenches” who are translating evidence-based interventions to their setting can contribute to the corpus of research in integrated care by using IS methods to plan a new program and evaluate its feasibility, adoption, and reach.

This study examined the utility of a pilot "call-in service" coordinated with two rural pediatric primary care clinics. This service provided practical, empirically supported recommendations to parents with concerns about their children's development, behavior, or emotional well-being. Over 70 weeks, 81 calls were received. Five specific concerns including daytime wetting, conduct problems, anxiety, sleep, and repetitive behavior comprised 75% of all calls. In addition to describing the service overall, the current article examined the top concerns in terms of their process and outcomes in this brief intervention format. Overall, calls averaged 21 min, and parents reported high satisfaction and positive outcomes at follow-up. This format appeared to be most useful for calls regarding daytime wetting and repetitive behaviors/habits. The utility of a call-in service has not been recently explored. Moreover, specific pediatric problems amenable to brief intervention in primary care have rarely been researched. This study provides direction for the future use of call-in services or brief interventions in primary care. (PsycINFO Database Record (c) 2012 APA, all rights reserved)