Elterntrainings zur Pr?vention dissozialen Verhaltens

This paper presents the concept of Development Promotion in Families: Parent and Child Training (EntwicklungsF?rderung in Familien: Eltern- und Kindertraining, EFFEKT^?). The parent training was developed and evaluated as part of the Erlangen-Nuremberg Development and Prevention Study (L?sel et al. M?glichkeiten der Gewaltpr?vention, S?201?C249, 2005; L?sel et al., Z Klin Psychol Psychother 35:127?C139, 2006). EFFEKT was constructed as a universal program for the prevention of antisocial behavior in children. In the meantime it has now been extended by several program units: adapted parent training for migrants, adapted training for depressive mothers, training for internationally mobile parents, training for parents of children under the age of 3 years, school children and adolescents. Therefore, it can also be used as a selective prevention program. In addition, the training is used throughout Europe with the help of an internet version of EFFEKT, providing a low threshold for users. This article presents mainly the contents of the training and selected evaluation results. All results prove the successful implementation of all EFFEKT programs. Moreover, the output evaluation of the training suggests substantial effects with regard to the behavior of children. In comparison to the control group, the results of the training groups were superior in almost all evaluation areas. The results suggest that EFFEKT can be used as a universal as well as a selective prevention program.     

The Independent Living Skills Evaluation

With the recent trend of occupational therapy moving into the community, a need has arisen for assessment and treatment procedures to assist chronic mentally disabled individuals to cope successfully with environmental demands. This article describes a semisupervised apartment living program which provides training in the skills necessary for independent community living. The development of an evaluation tool is described which assesses clients' levels of living skills. This evaluation tool, the Independent Living Skills Evaluation (I.L.S.E.), comprehensively evaluates skills necessary for independent community living in the areas of household maintenance, personal and health care, community resources, communication and problem solving, and vocational and personal growth. Information on the administration and use of the I.L.S.E is included. The I.L.S.E. is used as an intial assessment to provide a basis for establishing objectives and treatment methods, to measure and document client progress, to determine client readiness for discharge, and to measure program effectiveness.     

Evaluation of agricultural research in Latin America and the Caribbean

This article assesses the state of evaluation, and identifies priorities for improving evaluation, in agricultural research organizations in the region of Latin America and the Caribbean in the early 1990s. Based on thirteen case studies conducted in 1992, the article describes the institutional settings and regional patterns, and trends in evaluation practice. Illustrative cases from Argentina, Brazil, and Guatemala are presented. The organizations studied have extensive experience with evaluation; however, this experience has not been well documented or shared. Evaluation is generally the weakest phase in the management cycle. In the past, most evaluations have been extrinsically motivated, and as such, they have been of little use to local researchers and managers. Obstacles to improving evaluation include the centralization of administrative systems, weak program management, a lack of understanding of potential uses of evaluation in management, and limited knowledge of appropriate evaluation methods. Agricultural research managers feel that evaluation training should be provided as one component of a broader effort covering planning, monitoring, and evaluation. Since joining ISNAR in 1990, he has engaged in research, training, and advisory work on research management, with an emphasis on evaluation. Previously, for fifteen years Horton was head of the social science department of the International Potato Center in Peru. Horton received B.s. and M.S. degrees in agricultural economics from the University of Illinois and a Ph.D. in economics from Cornell University. His current interests include action research and learning, organizational assessment, and institutionalization of planning, monitoring, and evaluation. He worked for fourteen years at the Brazilian Corporation for Agricultural Research, conducting research and development activities in the areas of human resources and of strategic management. He is a full professor at the Department of Social and Work Psychology, Institute of Psychology, University of Brasilia, Brazil, where he teaches and advises at the undergraduate and graduate levels and does research and consulting. His current areas of interest are organizational behavior, training, organizational evaluation, and science and technology management.     

How to Make Decisions About the Effectiveness of Device-Based Training: Elaborations on What Everybody Knows

Statisticians, biomedical researchers, and behavioral scientists have publicized errors in examinations of the differential effects of 2 or more treatments. Publicity about those errors seems to have been ignored by many applied behavioral researchers, including some responsible for evaluations of device-based training in the U.S. Army. Ignoring the causes and effects of the common evaluation errors, and especially errors associated with hypotheses of equal effectiveness of conventional training and device-based training, leads to logical contradictions, threats to readiness, and a lack of scientifically legitimate ways to examine the effects of OPTEMPO (operating tempo) alterations. Those problems may be avoided by applying a few basics of statistical analysis and inference to the design and interpretation of evaluations of device-based training. The basics include hypothesis tests, power analyses, and confidence intervals; they are elaborated in this article with examples of how to apply each in designing and interpreting evaluations of the Army’s forthcoming Close Combat Tactical Trainer.     

Sensibiliser les filles à l'orientation vers les métiers scientifiques et techniques. Évaluation d'un dispositif

Girls’s diversification of career choices seem relatively resistant to training program. One explanation of this situation is the lack or even absence of procedures for evaluating this program. The article proposes an evaluation of a training program entitled “female engineer” designed exclusively for high school girls. The objective was to encourage female students guidance in this profession. The results are mixed and are interpreted in terms of cognitive dissonance and upward social comparison. The results also show the need to develop in the same time the training program and his evaluation.     

KIRKPATRICK'S LEVELS OF TRAINING CRITERIA: THIRTY YEARS LATER

Kirkpatrick's model (1959a, 1959b, 1960a, 1960b) of training evaluation criteria has had widespread and enduring popularity. This model proposed four "levels" of training evaluation criteria: reactions, learning, behavior, and results. Three problematic assumptions of the model may be identified: (1) The levels are arranged in ascending order of information provided. (2) The levels are causally linked. (3) The levels are positively intercorrelated. This article examines the validity of these assumptions, the frequency of each level in published evaluation studies, correlations from the literature in regard to Assumptions 2 and 3, and implications for the researcher and training manager.     

Jugenddelinquenz - Aktuelle Präventions - und Interventionskonzepte

This article presents an overview on the concepts and the outcomes of current prevention and intervention measures for juvenile delinquency and offender rehabilitation. The main focus is on a discussion of recent evaluation results. Social skills training, parent training programs, family-oriented early intervention, and multimodal school-based programs are discussed as prevention measures. Cognitive-behavioral and family therapy as well as diverse concepts of offender rehabilitation (e.g., boot camps) are delineated as intervention measures. The article concludes with an integrated evaluation of these results and a discussion of general theoretical and strategic issues.     

Adaptation to difficult designs: Facilitating use of new technology

The interface between technology and people has long been the focus of human factors engineering. The past decade has been a growth period for cognitive psychologists and computer scientists to collaborate on research and design for human-computer interaction. Psychologists in general and organizational psychologists in particular can also contribute to this work with models that capture the dynamics of technology implementation and the impact of technology on people, their work and working relationships. Strategies to support and adapt technology can affect users' evaluation of new technology. Facilitation may take the form of job aids, training, access to technical support staff, or the design of a comprehensive service, of which new technology is only one component.The work described in this article was conducted while the author was employed at AT&T Bell Laboratories.Portions of this article were presented at the 1991 Annual Convention of the American Psychological Association in San Francisco, and at a 1992 meeting of the New York Metropolitan Human Factors Society. The author wishes to acknowledge Pamela Kidder, Karen Patten and Larry Penwell for their helpful comments on an earlier draft of this article.     

A National Survey of AIDS Training in Counselor Education Programs

A review of the literature suggests that counseling professionals may not be receiving substantive training related to AIDS. In this article, all U.S. counselor education programs were surveyed to determine the extent of such training. The responding programs (N = 243) identified AIDS as a high priority for inclusion in curricular programming, yet nearly 40% of the responding programs did not include any AIDS training in their curricula. Implications for counselor education and the counseling profession are discussed, and suggestions are made for including AIDS-related training in programs.     

THE RIGORS OF TRAINING EVALUATION: A DISCUSSION AND FIELD DEMONSTRATION1

Training evaluation is one of the most under-researched and neglected areas of industrial/organizational psychology. This article discusses the need for, and feasibility of, utilizing extended-control-group pretest designs in evaluation research; and reports a field application of such a design (the Solomon 4-Group) in an organizational training context. The effectiveness of a basic electricity training program for telephone installer-repairmen was measured, and the potential contaminating effects of pretesting were monitored. The results indicated that the training was potentially effective, but that pretest contaminations were present. To identify the pretest effects it was necessary to go beyond the Solomon model and consider complex interactions involving numerical aptitude level, pretesting and training. Pretest exposure depressed the posttest performance of trained subjects of medium and low numerical aptitude, while facilitating that of medium level untrained subjects. Pretest exposure had no effect on subjects scoring high in numerical aptitude in either the trained or untrained condition. Possible explanations for the moderating role of numerical aptitude are offered, and implications of the findings are discussed relative to applied organizational evaluation efforts and future research.     

A meta-analytic evaluation of diversity training outcomes across cultures

The extant literature on diversity training suggests that its effect size is small and varies across studies, calling for theorization on when and why diversity training does or does not work. In this article, we propose that the national cultural context is a critical moderator and conduct a meta-analysis to examine its influence on diversity training. Our analyses show that the average effect size of diversity training outcomes is significant both inside and outside the U.S. The effect size of specific diversity training design is contingent on such cultural values as power distance, individualism, masculinity, and uncertainty avoidance. We conclude our review by providing future directions for cross-cultural research on diversity training.     

A Primer on Suicidology: Implications for Counselors

In this article, the author addresses the state of the art issues relating to suicide theory; assessment; risk factors; intervention, prevention, and postvention; and training. Specifically, a recent article published in The Counseling Psychologist (J. S. Westefeld et al., 2000) is reviewed. Implications for counselors, counselor educators, and counselor trainees are presented.     

On My Becoming a Psychoanalyst

I describe my experience of becoming a psychoanalyst in Germany between 1997 and 2002. The article combines my personal criticism of certain aspects of institutionalized psychoanalysis and some established procedures within psychoanalytic training, which underline the need for more evaluation and more transparency within the institutes and associations.     

INTRODUCING NEW METHODS FOR CONDUCTING TRAINING EVALUATION AND FOR LINKING TRAINING EVALUATION TO PROGRAM REDESIGN

While training has been conceptualized as a continually evolving process, the existing literature fails to provide adequate strategies for linking training evaluation to training needs reassessment and program redesign. This article presents two studies which describe methodologies developed for a police recruit training program to address these deficiencies in the literature. In Study 1, Lawshe's (1975) Content Validity Ratio (CVR) approach was used to establish the job relatedness of the content of the training program. Results supported the job relatedness of the training program as the average CVR value was 27 ( p < 05; N = 105). In study 2, a new methodology, the Matching Technique, was used to directly compare current training emphasis with training needs. Results demonstrated a close match of emphasis and training needs for the training program. One content area of relative training deficiency was further examined to illustrate the power of the Matching Technique for identifying areas requiring training redesign.     

Family Therapy Training: An Evaluation of a Workshop

This article describes the methodology and results of an evaluation of family therapy training workshops. Cognitive skills were measured by written answers about a case history and intervention skills by the rating of videotaped interviews. Improvement was found on both variables, but cognitive and intervention skill levels and development were not related. These results have implications for training and job selection procedures.