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Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 107 p.; also includes graphics. Includes abstract and vita. Advisor: Antoinette Miranda, College of Education. Includes bibliographical references (p. 94-107).

A literature study was undertaken to investigate the experience of loss and grief in the different developmental stages, as well as to identify characteristics of loss and grief in the young child. Guidelines have been compiled on how to handle loss and grief in young children. The empirical study comprised of workshop presentations. Through these presentations it was also determined as to whether parents and children would benefit from such workshops, as well as if the information regarding loss and grief addressed the parents’ needs. The empirical study found that parents are ignorant about loss and grief in the young child. However, all the parents had questions about loss and grief. After the workshops parents indicated that they became aware of positive changes in their own behaviour towards their children, and also in that of their children. One of the biggest problems in handling loss and grief in the young child seemed to be open and honest communication. / Educational Studies / M.Ed. (Guidance and Counseling)

Purpose: To test whether a psycho-educational program affects mental wellbeing in persons treated for colorectal cancer and their next-of-kin. Design: A prospective, longitudinal, randomized controlled trial. Setting: Surgical clinic at a university hospital in Sweden. Sample: 105 colorectal cancer patients and 71 next-of-kin were allocated to a psycho­educational program or to standard care. Methods: Mental wellbeing was evaluated with the Mood Adjective Check List and The Hospital Anxiety and Depression Scale at baseline and at 1, 6, and 12 months. The program consisted of seven meetings, including lecture and time for reflection with other patients/next­of-kin. Main Research Variable: Overall mood, activity, calmness, pleasantness, anxiety, and depression. Findings: The psycho-educational program increased overall mood, calmness, and pleasantness among patients after one month but had no effect on activity, anxiety, or depression. The program had no effect on the overall mood, activity, calmness, pleasantness, anxiety, or depression among next-of-kin. Conclusion: The psycho-educational program had a short-term effect on overall patient mood, calmness, and pleasantness but not on next-of-kin. Implications for Nursing: A psycho-educational program including lecture and time for reflection can be used with a colorectal cancer patient population to improve some aspects of their mental wellbeing.

A literature study was undertaken to investigate the experience of loss and grief in the different developmental stages, as well as to identify characteristics of loss and grief in the young child. Guidelines have been compiled on how to handle loss and grief in young children. The empirical study comprised of workshop presentations. Through these presentations it was also determined as to whether parents and children would benefit from such workshops, as well as if the information regarding loss and grief addressed the parents’ needs. The empirical study found that parents are ignorant about loss and grief in the young child. However, all the parents had questions about loss and grief. After the workshops parents indicated that they became aware of positive changes in their own behaviour towards their children, and also in that of their children. One of the biggest problems in handling loss and grief in the young child seemed to be open and honest communication. / Educational Studies / M.Ed. (Guidance and Counseling)

Thesis (MA. (Psychology)) -- University of the North, 2002. / The aim of the study was to assess as to whether psycho education can lead to compliance,and to strengthen the families to be long-term caregivers in Mankweng hospital (psychiatric clinic) of the Limpopo Province. It is included two phases(l) baseline and (2) follow-up. The baseline included of 82 (50 males and 32 females) participants with schizo phrenia. Their (patients) ages ranged from 17 years to 62 years with the mean age of 37.5 (SD=l 0.2). So, forty-one (41) patients were the experimental group who interviewed and also received intervention , and the remaining forty-one(41) were only interviewed at the baseline. After nine moths , follow-up was done, and it included fifty-seven (36 males and 21 females) participants who were followed up at their homes. Thirty-one (31) were the experimental group and twenty-six (26) were the control group. Their ages ranged from 20 years to 62 years with the mean age 39.3 (SD= l2.6). At follow-up , the questionnaire was going along with the Brief Psychiatric Rating Scale for both groups. The results showed that most of the patients were compliant to their medications however ,with no significant differences because of the small sample that represented the population . For instance , not all patients were available at the follow-up session and there were other factors that could harm the effectiveness of research. The research concludes that psycho-education in South Africa can promise to improve health for the individuals only if the psychiatrists continue to educate patients to be effective on their treatment; and it can provide a concrete approach to the development of social and coping skills of the patients and their families.

This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention. There were 158 students aged between 6 and 15 years enrolled in programs over a two year period. The results of the needs analysis found that programs were appropriately targeting a marginalised and disadvantaged group of students that typically came from a low socioeconomic background, were significantly behind in their academic achievement, had poor adaptive functioning skills, exhibited a low level of social-emotional development (social-emotional competencies and negative attitudes towards learning) and a high level of psychopathology (mental health symptoms). Using the Survey of Student Assets (Bernard, 2002), the impact evaluation found that programs were successful in increasing the students' social-emotional capabilities and positive attitudes towards learning but did not impact significantly on the students' presenting mental health symptoms and adaptive functioning as measured by the Teachers Report Form (Achenbach and Rescoria, 2001). However, these results are to be interpreted with caution given the small sample sizes used in the analysis. Across the six programs it was found that a total of 89 students (56.3%) experienced a positive outcome destination immediately post-program and these students were maintained in, or transitioned back to mainstream school (n=71) or entered vocational training, education or employment (n= 18). Negative outcome destinations were experienced by 35 students (22.1 %) either because they were excluded (n=3), not engaged (n= 15) or withdrew from program (n= 17). At the end of the study, the remaining 25 students (15.8%) were either referred internally onto another program (n=16) or remained in program (n=9). In predicting outcome destinations, students with positive outcomes, were those that presented with less serious mental health symptoms, in particular they had lower rule-breaking and externalising scores on the Teachers Report Form at referral and a higher level of adaptive functioning in the area of 'working hard'. Students experiencing positive outcome destinations were also those that attended program regularly and for a fewer number of months and were involved in fewer critical incidents whilst attending. The qualitative process evaluation found that the model delivered was grounded in the principles of exemplary practice found in the psycho-educational literature and focused on building positive relationships and a sense of belonging, the provision of hands-on learning activities and rewarding individual achievement. Parents and students generally provided positive feedback however the theme analysis of staff, student and parent interviews and the case study scenarios did identify a number of critical areas to be addressed. These included clarifying the target group and the length and intensity of intervention, improving assessment, planning and transition processes, better collaboration with other services and mainstream schools, the on-site delivery of auxiliary services to meet specific student needs, work to better support and involve parents and to develop a sense of community across the school. A strategic planning process involving key stakeholders to systematically address these areas was recommended.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.

På senare år har antalet slutenvårdsplatser i Sverige minskat. Detta har lett till att patienter med psykisk ohälsa själva behöver bli experter på sin sjukdom. I flera delar av landet erbjuds därför psykopedagogiska interventioner som komplement till farmakologisk behandling vid behandling av bipolär sjukdom. Interventionerna har olika struktur och innehåll, men alla syftar till att stärka patienten och ge denne verktyg för att kunna hantera sin sjukdom. Syftet med denna studie var att belysa deltagarnas erfarenheter av att ha deltagit i den psykopedagogiska interventionen som Psykiatri Södra i Stockholm erbjuder, vilka nya kunskaper de har fått och vad de har tyckt varit givande/ mindre givande. Studiens design var kvalitativ och genomfördes med hjälp av personliga intervjuer. Vi tillfrågade 25 personer vilka samtliga har deltagit i psykopedagogiska interventioner. Av dessa tackade sju ja till intervjuerna. Innehållsanalys användes som metod vid bearbetandet av intervjuerna. Resultatet visar att deltagarna hade blivit stärkta i sig själva, att de hade lärt sig att separera sig själva från sjukdomen och att de hade fått större förståelse för vad de kan göra för att förhindra uppkomsten av nya skov. Framför allt visar dock resultatet att deltagarna hade blivit en del av en grupp, det vill säga fått en känsla av sammanhang, vilket de flesta dittills hade saknat i livet. Psykiatrin har en viktig roll i att aktivt bjuda in patienter och anhöriga till psykopedagogiska interventioner. Trots att forskningen påvisar att det bara finns fördelar med psykopedagogiska interventioner, finns det alldeles för få utbildningsplatser för att täcka patienternas behov. En del av specialistsjuksköterskans roll blir att se till att psykopedagogik implementeras i den psykiatriska vården. / During the last years institutional care in Sweden has decreased, which has led to the fact that patients need to become experts on their own disorder. In several parts of the country psycho educational interventions are offered as a complement to pharmacological treatment when treating people with bipolar disorder. The intervention programs have different structures and contents, but they all aim to strengthen the patient and provide him or her with tools to manage the disease. The aim of the study was to illuminate the participants’ experiences of taking part in a psycho educational intervention program offered by Psykiatri Södra in Stockholm, what sort of new knowledge they acquired, what was good/ less good. The design of the study was qualitativeand it was performed through personal interviews. Everyone who participated in the last intervention was asked to participate in the study. The sample was based on the above, and in the end seven people accepted taking part in an interview. A qualitative content analysis was used to process the interviews. The results showed that the participants felt empowered, they had learned to separate themselves from the disease, they had a bigger understanding for what they themselves could do to prevent new relapses, but most of all they had become a part of a group, and they finally felt a sense of coherence which they previously lacked in life.  Psychiatric caregivers have an important part in actively inviting people with bipolar disorder and their relatives to psycho educational intervention programs. Even though research shows that there only are benefits in psycho educational intervention programs, there aren’t enough programs to cover all in need.  A part of the specialist nurse’s roll therefore is to implement psycho educational intervention programs in psychiatric care.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.