Intervention with pregnant students

Pregnant students who leave school without receiving counseling services cannot usually be studied because accurate data on their identification are not obtainable. The design of this study, initiated from a hospital base, provides a unique perspective from which to study counselor contact and student outcomes, both educationally and medically, against a background of unwritten and unevenly applied school policies in adjacent rural and semi-urban school systems     

A Meta-analysis of the Taped Problems Intervention

Taped problems is an intervention strategy for addressing mathematics fluency that has been evaluated in multiple single-case design studies. Although its efficacy has been supported in individual studies, no comprehensive quantitative synthesis has been conducted on taped problems. The purpose of this study was to synthesize the literature that examined this intervention using parametric and nonparametric effect size computations. We examined (a) the effectiveness of taped problems across effect size comparisons, (b) maintenance over time, (c) the degree to which studies met single-case design research standards, and (d) potential moderating variables. Parametric and nonparametric analyses yielded moderate and large effect sizes and indicated that taped problems appears to be an efficacious intervention.     

内隐刻板印象中反刻板印象信息的干预研究

该研究以性别职业刻板印象和自我-职业刻板印象的内隐联想测验（IAT）为实验材料和测量工具．通过提供反刻板印象信息为干预策略进行实验。研究表明：职业一性别刘板印象和职业一自我刻板印象层次不同,在总体上具有显著的相关;大学生在职业-性别刻板印象和职业一自我刻板印象上都存在极其显著的内隐效应,女大学生显示极强的内隐职业一自我刻板印象;在职业-自我刻板印象上,反刻板印象信息具有显著的干预作用,对男大学生的干预作用比对女大学生的大;在内隐水平上反刻板印象信息只能部分消除刻板印象;设计的[AT纸笔测验版本是可行的;在学校教育中渗透性别平等教育将是十分必要的和可行的。     

Chapter 4. The Intervention Process

Abstract

The qualitative research methods used by the author to study one parent-child activity group are shared. This qualitative research study documented what the participants of a parent-child activity group on a child psychiatric inpatient unit reported about their experiences with each other and how these participants interacted with each other in the group over the course of eight months. The group was studied through     

Empathy and Helping: Considering the Consequences of Intervention

This study tested the prediction derived from the empathy-altruism hypothesis that more empathically concerned persons would be more sensitive to the long-term consequences of their intervention for recipients. Subjects (N = 84), instructed either to observe the situation or to imagine another's feelings, were exposed to a person in immediate distress who requested assistance (hints) to complete an anagram task. Half the subjects were informed that giving too many hints could have long-term detrimental effects (potential detrimental-effect condition); half were given no information about future consequences (no-detrimental-effect condition). Consistent with the predictions, although the anticipated effect of intervention made no difference in the number of hints given by subjects in the observe-set condition, imagine-set subjects gave fewer hints when they were informed of potentially detrimental effects of intervention. These results suggest that empathy enhances sensitivity to the needs of others, including considering the potential consequences that one's intervention may have for the recipient.     

A Dual-Focus Motivational Intervention to Reduce the Risk of Alcohol-Exposed Pregnancy

Project CHOICES developed an integrated behavioral intervention for prevention of prenatal alcohol exposure in women at high risk for alcohol-exposed pregnancies. Settings included primary care, university-hospital based obstetrical/gynecology practices, an urban jail, substance abuse treatment settings, and a media-recruited sample in three large cities. The intervention was based on motivational interviewing and targeted both adoption of effective contraception and reduction of alcohol use. Treatment included 4 manual-guided sessions delivered by mental health clinicians and 1 contraceptive counseling session delivered by a family planning clinician. This paper describes the rationale for treatment; the use of motivational interviewing and the transtheoretical model for a dual-focused approach to behavior change; the development of the Project CHOICES intervention; development of the study protocol and treatment manual; and selection, training, supervision, and monitoring of study counselors. Implications for future applications of the intervention are discussed.     

Educational Intervention and the Development of Young Art Students' Talent and Creativity

This study focuses on behavior associated with young art students' developing artistic talent (skills and art‐making behavior) and creativity (personal expressions of visual information). The study examines the role of personal expertise in a student's development of problem finding, domain‐specific technical skill, perseverance, evaluation, and creative ideation. The study compares 30 experienced art students' artistic processing and products with those of 29 novice art students. Both groups are 7‐ through 11‐year‐olds. The author recorded participants' behavior as they created drawings in two contexts — from imagination and from life — and three adult artists then assessed the technical skill and creativity revealed in the drawings. Multivariate analyses of the variables associated with the drawing products and processes offer evidence of the changes related to the students' developing expertise in both novice and experienced groups. This study finds that the drawing situation (life or imagination) interacts clearly with the relationships among hypothesized components of creativity, gender, and predictors of expertise. Technical skill, perseverance, modifications, and creativity in drawings from life were significant predictors of expertise. Modifications, efficient problem finding, and creativity in drawings from imagination were additional significant predictors of expertise. Gender was found to be a measurable factor in both the artistic process and the assessments of drawings from imagination. The findings are discussed within the context of three conceptions: artistic talent, developing creativity, and art education.     

冠脉介入治疗合理临床应用的思维基础

冠心病的发病率逐年升高,死亡率居高不下,成为威胁人类健康的重要疾病。人们为了攻克这一难题进行了不懈的工作,溶栓、监护及介入治疗的出现挽救了众多生命。随着冠状动脉介入治疗方法的不断完善和广泛开展,冠状动脉介入治疗越来越成为冠心病治疗的主要临床手段。但随之而来的手术并发症、支架在狭窄等问题成为不得不考虑的问题。治疗策略的选...     

认知行为干预防治个体晕船发生的实验研究

从心理学角度探讨晕船防治的有效方法,以降低出海作业人员的晕船发生率。本研究对某部门出海作业人员进行了认知行为干预的实验对照研究,研究对象先在陆地模拟抗晕训练,后出海航行进行检验;两组陆地训练内容均有平衡功能适应性训练,实验组外加认知行为干预。研究采用Graybiel晕动病症状和体征的评分标准进行晕船反应评估。结果表明：海训中实验组的晕船发生率、Graybiel平均年导分及其等级均显著低于对照组（P〈0．05）,初步显示：认知行为干预对晕船防治有一定效用,可作为综合防治晕船的辅助手段。     

Quantifying Intervention Intensity: A Systematic Approach to Evaluating Student Response to Increasing Intervention Frequency

Response to intervention (RTI) has been discussed as a new model of assessment. Although the basic process by which RTI works has received frequent attention in the literature, the available research leaves several important questions unanswered (Kavale et al. in Learn Disabil Q 28(1): 2–16, 2005). One concept within RTI that has received little empirical consideration is intervention intensity. The purpose of this study was to evaluate the impact of the application of increased intervention frequency on the mathematics performance of students and to evaluate this increased frequency as a systematic means of increasing and quantifying intervention strength. Results indicate that although all students were responsive to the intervention, some participants were sensitive only to more frequent application of the treatment or at more intense levels of treatment. Through this methodology a means of quantifying treatment intensity was also identified and implications for future research are discussed.     

外卖骑手群体的EAP方案设计及其干预有效性

基于互联网技术的餐饮外卖催生出规模不断壮大的外卖骑手这一新兴职业群体,但其身心健康问题日益受到社会关注.员工帮助计划(EAP)是组织为员工设置的一套系统、 长期的福利支持项目.本研究在调查外卖骑手的身心压力状况和EAP服务需求的基础上,设计骑手群体的EAP服务方案,并对方案的有效性进行评估,以探索EAP服务有效性的作用...     

Personal Intervention Preferences for Alleviating Mild Depression

The findings of a study to identify personal preferences for alleviating mild depression are presented. Preferences were classified into four treatment modalities: affective, behavioral, cognitive, and eclectic. The affective category received significantly more preferences than did the other three. Preferences were found to be related to sex and occupational level, but not to age.     

Measuring Theodicy: Individual Differences in the Perception of Divine Intervention

The attribution of control to God may have particularly interesting psychological properties. Theodicy refers to the perception of God controlling history—even the minutiae of daily events. The current study examines the psychometric properties of a new instrument, the Theodicy Scale. Results support the reliability of the brief scale when administered to college students, and some evidence is provided suggesting construct validation. Theodicy appears to represent a unitary construct and scores vary independent of social desirability bias. The absence of a relationship between Theodicy scores and simulated medical advice raises questions to be addressed in future research.     

Changing the Academic Integrity Climate on Campus Using a Technology-Based Intervention

This article focuses on the use of a technology-based intervention to change academic integrity (AI) knowledge and attitudes. Using a sample of more than 5,000 freshman students drawn from two major midwestern universities in the United States over a 3-year period, an online intervention was used to determine whether AI knowledge and attitudes could be changed. Based the results of this study, AI knowledge and attitudes can be improved using an online intervention. These results contribute to a better understanding of the AI climate on campus and suggest that technology-based interventions can be used to enhance knowledge and change attitudes toward AI on campus.     

Counselor Trainees' Interprofessional Self-Efficacy After a Career Development Intervention

Career development is a lifelong process of learning, working, and transitions that move a person closer to their preferred future. This study investigated the use of a career development intervention to help counselor trainees in a master's program and allied health students with integrating new perspectives in their future careers. This qualitative study with a diverse group of 12 participants provides important insight into career thoughts, career self-efficacy, and potential career development opportunities through interprofessional engagement career interventions. The findings are novel and have never been addressed in an empirical study for counselor trainees.     

Teamwork Training in Sport: A Pilot Intervention Study

The purpose of this study was to test the efficacy of a novel team building intervention that targets teamwork in sport. Using a 10-week pilot nonrandomized controlled intervention design, 12 interdependent sports teams comprising 187 athletes were assigned to one of two conditions: an experimental condition in which teams participated in two teamwork training sessions at Weeks 2 and 6 of the study (6 teams, 94 athletes) or a no-training control condition (6 teams, 93 athletes). Teamwork was measured at Weeks 1, 5, and 10 of the study. Overall, significant improvements in teamwork were shown for the experimental teams from baseline to Week 5; these effects were maintained through Week 10 of the study. In contrast, no significant changes in teamwork were observed for teams in the control condition over these 10?weeks. The results provide evidence that teamwork training can enhance the extent to which members of a sports team work effectively together.

Lay Summary: For sport teams to be successful, it is important that team members work well together. In this study, we found that teamwork can be enhanced through a novel team building intervention.     

Impact of Vygotskian Intervention on Persons with Intellectual Impairment

Vygotskian mode of intervention is a suitable technique for teaching. This study is an attempt to explore the role of Vygotskian mode of intervention in facilitating cognitive development of persons with intellectual impairment. Thirty individuals with mild intellectual impairment (IQ 50–69) from various organizations at Kolkata, India, participated in this study. An intervention program based on Vygotskian principles was run. Findings of the study showed that this method was able to accelerate cognitive functioning of the participants. It is suggested that scaffolding may be used as a rehabilitation method for the persons with intellectual impairment.     

University Student Attitudes Toward Arabs: Intervention Implications

This study assessed the attitudes of college students toward Arabs. Attitudes were significantly more negative in situations involving an Arab individual than in identical situations involving a neutrally identified person.     

试论国家的道德干预

国家对人们的道德生活进行干预 ,具有合法性 ,由此产生国家的道德职能 ;还具有合理性 ,即国家的存在有助于促进个人美好的道德生活。现代国家的道德干预是按照科学规律进行的 ,其特点是干预能力和干预范围都是有限定的。对国家的道德干预本身也要进行限制 ,这种限制的方式主要有 :对立法的限制 ,对权力本身的限制等。国家对人们的道德生活所进行的道德干预 ,主要是通过调节道德关系、安排道德行为等来进行的。     

反馈干预对学习判断的影响

将反馈干预作为外部线索引入元记忆研究,采用重复学习任务,在第一轮次学习-测验之后插入反馈干预,用两个实验分别考查任务反馈和能力反馈两种形式下的反馈效价对第二轮次即时学习判断的影响.结果表明：①在学习过程中,学习者会进行自我监测;②在任务反馈形式下,反馈信息与自我监测信息冲突,导致反馈干预对元认知监测和认知过程没有影响;③在能力反馈形式下,反馈信息与自我监测信息的冲突消失,结果消极反馈影响了元认知监测.由此得出结论：只有在不与自我监测信息冲突的情况下,反馈干预才对学习判断产生影响.此外,在有反馈干预的情况下,两个实验中都出现了显著的练习伴随低估效应.