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排序方式: 共有169条查询结果,搜索用时 15 毫秒
1.
Mary I. Armstrong M.S.W. M.B.A. Mary E. Evans Ph.D. 《Journal of child and family studies》1992,1(1):61-74
Systems of care for children with serious emotional disturbance and their families have generally lacked intensive community-based programs. We describe three types of newly established community-based programs in New York State and present a general evaluation plan for determining which programs work for various children and their families. The three community-based programs are Intensive Case Management, Family-Based Treatment, and Family-Centered Intensive Case Management. Process and outcome evaluations are being conducted for each of these programs. These evaluations make use of common intake and termination instruments, based on a minimum data set, standardized assessment instruments, and a common logic model, thus facilitating the comparison of findings across evaluations. 相似文献
2.
The increasing diversity of American society has brought growing recognition of the need to bridge cultures in the delivery of genetic counseling services. New immigrants and members of diverse ethnic groups face multiple barriers to genetic counseling services. The need to train genetic counselors to deal with cultural diversity is especially crucial in the new genetic era, given the rapid expansion of available technology, with the resulting social and ethical ramifications. A framework for teaching cross-cultural issues in genetic counseling training programs is presented that can be implemented in step-wise fashion, consistent with available resources. Cross-cultural issues can be incorporated into existing teaching and training modalities by expanding the orientation from monocultural to multicultural. Relevant clinical experience, exploration of students' preconceptions and biases, reading materials, and lectures by invited speakers can all enhance students' knowledge and sensitivity. It is critically important that training programs furnish students with the basic tools necessary for the ongoing process of learning about cultural diversity. 相似文献
3.
Claire Rabin DSW 《Contemporary Family Therapy》1995,17(4):503-515
A modular and sequentially-based psychoeducational groupwork method, including the rationale for this type of work with couples in Israel, is presented. Modules of this form of groupwork are illustrated using two examples of groupwork with couples experiencing chronic post-traumatic stress disorder and groupwork with couples in low-income multiproblem neighborhoods. Issues that arise in the training of professionals to do this kind of psychoeducational groupwork in Israel are discussed. 相似文献
4.
Vivian Ota Wang 《Journal of genetic counseling》1994,3(4):267-277
Incorporating a cross-cultural curriculum into genetic counseling training programs demonstrates a professional conviction of genetic counselors that cultural issues are important in genetic counseling. Funded by the Special Projects Fund in 1993 from the National Society of Genetic Counselors and the Kitson Fund from the Department of Social, Organizational, and Counseling Psychology, Teachers College, Columbia University, theHandbook of Cross-Cultural Genetic Counseling was developed to provide genetic counseling programs a curriculum to teach cross-cultural genetic counseling. The theoretical rationale for the development of a cultural curriculum is presented. By expanding cultural knowledge, developing an awareness of oneself and others, and increasing the repertoire of culturally relevant counseling skills within a socio-political context, genetic counselors will be able to better serve all clients seeking genetic counseling. 相似文献
5.
Therapists are increasingly considering chemical addiction from a family systems perspective. Effects of chemical dependency upon the family are discussed and intervention approaches aimed toward assisting the family as families redefine themselves and change their structure are considered. The integration of chemical dependency treatment and the family therapy is also discussed as it is practiced in an intensive outpatient program at a psychiatric hospital. 相似文献
6.
Two experiments were conducted to compare the effects of several prompting and reinforcement procedures on the participation of elderly citizens in a nutritious meal program. Experiment I employed a variation of the multiple-baseline design across three groups of approximately 60 households each. Elderly persons not previously participating in the program were introduced to the following conditions: (1) public service radio announcements for four weeks to advertise the meal program and the availability of free transportation, (2) a home visit that served as a personal invitation and a second prompt for participation, (3) a followup telephone call, and (4) an incentive menu for participation, which was sent through the mail. Results indicated that the home visits and incentives were both effective as recruitment procedures and superior to other conditions; however, incentives proved to be the most cost-effective intervention. Experiment II used a variation of the multi-element design to compare the effects of scheduled activities and incentives in maintaining higher levels of participation by those persons who had attended the meal program at least once in the past, but whose current rate of participation was low. Results showed that activities improved attendance levels somewhat and that incentives substantially increased the number of meal program participants. Data from these experiments thus indicate that relatively inexpensive procedures may be used effectively to increase the extent to which elderly persons make use of potentially beneficial community-based services. 相似文献
7.
Hantula DA 《Journal of applied behavior analysis》1991,24(4):799-801
A BASIC program to generate values for variable-interval (VI) schedules of reinforcement is presented. A VI schedule should provide access to reinforcement with a constant probability over a time horizon. If the values in a VI schedule are calculated from an arithmetic progression, the probability of reinforcement is positively correlated with the time since the last reinforcer was delivered. Fleshler and Hoffman (1962) developed an iterative equation to calculate VI schedule values so that the probability of reinforcement remains constant. This easy-to-use program generates VI schedule values according to the Fleshler and Hoffman equation, randomizes the values, and saves the values in ASCII to a disk file. 相似文献
8.
Greenwood CR Hops H Walker HM Guild JJ Stokes J Young KR Keleman KS Willardson M 《Journal of applied behavior analysis》1979,12(2):235-253
A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement. 相似文献
9.
The effects of prompts and reinforcement to promote paper recycling were compared in six university dormitories. For a Prompt condition, residents were urged to recycle paper for ecological reasons via flyers distributed to each room. For a Raffle contingency, residents were given one raffle ticket for every pound of paper brought to a collection center. For a Contest contingency, two dorms were paired and the dorm whose residents delivered the most paper won $15 for its treasury. Contingency awareness was strengthened via a flyer placed under the door of each resident's room. Flyers alone had little effect in increasing paper-recycling behaviors, but the raffle (substantially) and the contest (somewhat) increased the amount of paper brought to a dorm's recycling center. Students whose rooms were closest to the collection center showed the greatest participation. Removal of the reinforcement contingencies resulted in a return to baseline levels. 相似文献
10.
基于社会学习理论的父母教养课程被普遍视为预防儿童青少年行为问题以及促进儿童身心健康的“黄金标准”。父母积极教养课程(Triple P – Positive Parenting Program)是其中的主要代表。本文详尽介绍了Triple P的理论基础、干预体系、课程内容以及实证研究结果,分析了该课程存在的优势以及缺陷。此外,本文结合中国家庭的特点和需求,探讨了该课程运用于中国家庭时可能会遇到的挑战,同时提出了改良的方向,为家庭干预实践工作者和研究人员提供了新的视角。 相似文献