This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
1) The document describes a mixed methods study that evaluated the impact of an 8-session school-based psychosocial curriculum called Journey of Hope (JoH) for students affected by a tornado in Moore, Oklahoma.
2) Quantitative results found that students who participated in JoH showed a significant increase in positive coping skills and prosocial behaviors, but no significant differences in self-efficacy or overall distress.
3) Qualitative interviews with students suggested that participating in JoH enhanced peer relationships and helped students learn to manage emotions like anger, anxiety, and grief.
4) Overall, the findings indicate that a psychosocial intervention like JoH may help children cope with traumatic events like natural disasters.
This document summarizes research on how dementia affects caregiver well-being. It finds that factors like feeling trapped in the caregiver role, relationship quality with the care recipient, caregiver overload, and outside life stressors are stronger predictors of caregiver burden than the care recipient's symptoms. Interventions may help reduce caregiver depression, though success is moderate. More research is needed to identify the most effective treatments to support caregivers and prevent negative health outcomes.
Coping Strategies Among Caregivers Of Patients With Schizophrenia: A Descript...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
This document summarizes research on programs aimed at developing life strategies, emotional intelligence, social skills, and moral development in students. It outlines several studies that found educational programs teaching competencies like emotional regulation, social skills, problem solving, and character development led to benefits like reduced depression, increased social acceptance, and improved academic and job performance. The Appleby College Life Strategies Programme is based on this research showing emotional intelligence and social-emotional learning can be improved through deliberate programs and correlates with occupational success more than grades alone.
PSYCHOLOGICAL IMPACT OF MASSIVE NATURAL DISASTER ON SCHOOL STUDENTS – A SIGNI...IAEME Publication
Aim of this study was to assess the psychological impact of the 2015 Nepal
earthquakes on students in rural Nepal. A total of 1001 school students from 19 schools
in four of the worst affected districts were included in the study by stratified random
sampling. A survey questionnaire was administered in the local language after
obtaining necessary permissions and verbal consent. An overwhelming majority of
students reported symptoms of post-traumatic stress during the post-earthquake period.
80.9% of students suffered from fear of another earthquake, 73% reported loss of
appetite and 78.3% reported loss of sleep, 37.9% of students reported inability to
concentrate on studies and 48.7% of students suffered from feeling of constant strain.
Loss of sleep, loss of appetite and feeling of constant strain was significantly higher
among female students.There was no correlation between inability to concentrate and
gender of students. There was significant correlation between loss of family members
or friends with inability to concentrate, feeling of constant strain and feeling unhappy
or depressed.There was highly significant correlation between injury sustained during
earthquake and fear of another earthquake, inability to concentrate and feeling
unhappy or depressed. There was highly significant correlation between loss of pets and
inability to concentrate, inability to enjoy day-to-day activities, feeling of constant
strain and feeling unhappy or depressed. To conclude, psychological impact of natural
disasters is often unseen but is of much greater magnitude than physical damage
Objectives: The goal of this intervention study was to examine the influence of an individualized evidence based psycho educational intervention on appraisal of caregivers (CGs).
Method: This pre-post longitudinal study (baseline, six, twelve and 18 months follow-up) was based on a psychoeducational
intervention (Progressively Lowered Stress Threshold (PLST) model) and a NYU caregiver intervention with 125 informal caregivers of community dwelling people with dementia (PWD). Statistical analysis consisted of T-test, repeated measures Anova and Linear Mixed Models.
This annotated bibliography examines three sources that explore using creative expression to help families struggling with a terminally ill loved one. The first source discusses how palliative care provides limited support for family distress. The second summarizes a study finding creative expression helped young adult cancer survivors cope through increased understanding and social benefits. The third recommends play therapy to facilitate healthy family communication in counseling, as play can create new communication patterns. Overall, the sources suggest creative activities like art, music, and play therapy should be part of palliative care to address non-verbal family distress.
Violence prevention programs an exploratory study of the chojas18
This document summarizes a study that examined characteristics of youth who participated in a court diversion program for family violence offenses to determine what characteristics prevented completion. The study found that delinquency characteristics like prior violent arrests and school truancy significantly impacted completion rates. Specifically, youth with these risk factors were less likely to successfully complete the program. The findings suggest a more tailored intervention approach is needed for high-risk, multi-problem youth to address recidivism.
1) The document describes a mixed methods study that evaluated the impact of an 8-session school-based psychosocial curriculum called Journey of Hope (JoH) for students affected by a tornado in Moore, Oklahoma.
2) Quantitative results found that students who participated in JoH showed a significant increase in positive coping skills and prosocial behaviors, but no significant differences in self-efficacy or overall distress.
3) Qualitative interviews with students suggested that participating in JoH enhanced peer relationships and helped students learn to manage emotions like anger, anxiety, and grief.
4) Overall, the findings indicate that a psychosocial intervention like JoH may help children cope with traumatic events like natural disasters.
This document summarizes research on how dementia affects caregiver well-being. It finds that factors like feeling trapped in the caregiver role, relationship quality with the care recipient, caregiver overload, and outside life stressors are stronger predictors of caregiver burden than the care recipient's symptoms. Interventions may help reduce caregiver depression, though success is moderate. More research is needed to identify the most effective treatments to support caregivers and prevent negative health outcomes.
Coping Strategies Among Caregivers Of Patients With Schizophrenia: A Descript...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
This document summarizes research on programs aimed at developing life strategies, emotional intelligence, social skills, and moral development in students. It outlines several studies that found educational programs teaching competencies like emotional regulation, social skills, problem solving, and character development led to benefits like reduced depression, increased social acceptance, and improved academic and job performance. The Appleby College Life Strategies Programme is based on this research showing emotional intelligence and social-emotional learning can be improved through deliberate programs and correlates with occupational success more than grades alone.
PSYCHOLOGICAL IMPACT OF MASSIVE NATURAL DISASTER ON SCHOOL STUDENTS – A SIGNI...IAEME Publication
Aim of this study was to assess the psychological impact of the 2015 Nepal
earthquakes on students in rural Nepal. A total of 1001 school students from 19 schools
in four of the worst affected districts were included in the study by stratified random
sampling. A survey questionnaire was administered in the local language after
obtaining necessary permissions and verbal consent. An overwhelming majority of
students reported symptoms of post-traumatic stress during the post-earthquake period.
80.9% of students suffered from fear of another earthquake, 73% reported loss of
appetite and 78.3% reported loss of sleep, 37.9% of students reported inability to
concentrate on studies and 48.7% of students suffered from feeling of constant strain.
Loss of sleep, loss of appetite and feeling of constant strain was significantly higher
among female students.There was no correlation between inability to concentrate and
gender of students. There was significant correlation between loss of family members
or friends with inability to concentrate, feeling of constant strain and feeling unhappy
or depressed.There was highly significant correlation between injury sustained during
earthquake and fear of another earthquake, inability to concentrate and feeling
unhappy or depressed. There was highly significant correlation between loss of pets and
inability to concentrate, inability to enjoy day-to-day activities, feeling of constant
strain and feeling unhappy or depressed. To conclude, psychological impact of natural
disasters is often unseen but is of much greater magnitude than physical damage
Objectives: The goal of this intervention study was to examine the influence of an individualized evidence based psycho educational intervention on appraisal of caregivers (CGs).
Method: This pre-post longitudinal study (baseline, six, twelve and 18 months follow-up) was based on a psychoeducational
intervention (Progressively Lowered Stress Threshold (PLST) model) and a NYU caregiver intervention with 125 informal caregivers of community dwelling people with dementia (PWD). Statistical analysis consisted of T-test, repeated measures Anova and Linear Mixed Models.
This annotated bibliography examines three sources that explore using creative expression to help families struggling with a terminally ill loved one. The first source discusses how palliative care provides limited support for family distress. The second summarizes a study finding creative expression helped young adult cancer survivors cope through increased understanding and social benefits. The third recommends play therapy to facilitate healthy family communication in counseling, as play can create new communication patterns. Overall, the sources suggest creative activities like art, music, and play therapy should be part of palliative care to address non-verbal family distress.
Violence prevention programs an exploratory study of the chojas18
This document summarizes a study that examined characteristics of youth who participated in a court diversion program for family violence offenses to determine what characteristics prevented completion. The study found that delinquency characteristics like prior violent arrests and school truancy significantly impacted completion rates. Specifically, youth with these risk factors were less likely to successfully complete the program. The findings suggest a more tailored intervention approach is needed for high-risk, multi-problem youth to address recidivism.
This document summarizes research on programs and initiatives related to emotional intelligence, social ecology, and moral development. It provides annotations for several studies that developed and evaluated interventions targeting social and emotional skills. Key findings include that emotional intelligence can be improved through focused efforts; environmental characteristics influence individual functioning; and moral reasoning can be promoted to higher stages through targeted interventions, especially for individuals in institutional settings. The Appleby College Life Strategies Programme appears to be based on research showing the importance of these factors for success beyond grades.
This study examines the impacts of childhood traumatic brain injury (TBI) on family dynamics. It will compare family interactions and sibling outcomes between an experimental group consisting of children with TBI and their families, and a control group of children without TBI and their families. Researchers will observe family interactions and score all participants using the Family Assessment Measure Version III to compare differences between the two groups. It is predicted that family interactions and sibling outcomes will be significantly different between those families with a child who experienced TBI compared to the control group families.
This document discusses supporting students with mental health problems in schools. It begins by defining mental health and well-being, noting that many students struggle with issues like anxiety, depression, and attention difficulties. The document then reviews literature showing schools play an important role in students' mental health and outlines the research background, aims, questions, and structure. It examines the role of government and authorities in implementing programs to develop students' social skills and mental well-being. Overall, the document analyzes how schools currently support students with mental health issues and ways to potentially improve these practices.
The document defines prevention psychiatry as reducing mental disorders and behavioral problems by identifying risk and protective factors and applying evidence-based interventions. It provides examples of different types of prevention including universal, selective, and indicated interventions. It discusses risk and protective factors and illustrates various prevention programs targeting different populations.
This document summarizes research on factors that predict and promote resilience in physically ill individuals. It finds that psychological factors like self-esteem, optimism, and mastery are associated with resilience. Effective coping strategies include spirituality, positive appraisal, and benefit finding. Social support from family and friends also predicts resilience. The document reviews studies on specific illnesses and interventions to increase resilience. It concludes that understanding resilience could help improve care and outcomes for physically ill patients.
Family resilience and ecological interventionSurendraPsd1
Family resilience and ecological intervention involves strengthening families' ability to withstand challenges by drawing on their internal strengths and external social supports. Therapists employ several approaches, including multisystemic therapy, network therapy, multiple impact therapy, open dialogue, and family group conferencing, which mobilize family networks and communities to support families experiencing adversity. These ecological interventions aim to identify family strengths, build social support systems, and develop culturally appropriate plans to address challenges.
The document discusses approaches to promoting sustainable behavior change through community-based social marketing. It describes two general approaches - focusing on a specific behavior versus promoting general environmental activity and behavior change. The Precede-Proceed model is also summarized, which involves understanding factors that influence behavior and implementing combined strategies like skills training, social pressures, and participation to promote voluntary behavior changes. Research suggests using a combination of strategies framed in a positive manner to build people's competence and sense that their actions can make a difference.
This document discusses holistic treatment for substance abuse. It provides an overview of the history and models of addiction treatment, including the moral, disease, and multi-causal models. Holistic treatment aims to address addiction in all aspects of a person's life through counseling, education, medical care, and lifestyle changes. The Veterans Administration uses holistic treatment including tai chi, yoga, and art/music therapy. Research on holistic treatment models like those used by the VA could help expand treatment options for co-occurring disorders.
Parent-infant interactions in families with women diagnosed with postnatal depression: a longitudinal study on the effects of a psychodynamic treatment
Preventive psychiatry in india: Preventing on Child Psychiatric FrontDevashish Konar
Parenting training of would-be-parents, early detection of vulnerable children and timely intervention are some of the efforts that will give large dividend. We have very limited number of child psychiatrists. So including general psychiatrists, pediatricians, family physicians, health workers and teachers would be the most suited public health strategy for India. They need to be trained to work within their limits and need to learn to refer at the right time without wasting precious time of the growing children and adolescents.
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
The study aimed to assess the impact of a mentor's strategic communication on adjustment problems among adolescents. Sixty adolescents were divided into experimental and control groups. The experimental group received mentorship focusing on stress management, relationships, health, social skills, and emotions. Results found the experimental group had significantly lower adjustment problems after the intervention compared to controls. Areas like home, health, and emotions saw significant improvement. Having fewer siblings and a higher educated father were also associated with fewer adjustment issues. The study concluded mentorship can help adolescents better deal with daily problems and focus on their studies.
This document provides an overview of medical family therapy, which integrates mind, body, and family in treating illness. It discusses the biopsychosocial framework, collaborative treatment model, and scope of medical family therapy. The document also presents a case study example and discusses applications of medical family therapy, such as personal development and family interventions.
Pender's health promotion model from 1982 explains factors that influence healthy behaviors. The model identifies individual characteristics, cognitions regarding behaviors, and interpersonal/situational influences as impacting behavioral outcomes. It draws from expectancy value theory and social cognitive theory. Research has applied the model to areas like cancer screening, HIV care, smoking cessation, and health behaviors in homeless women. The model provides a framework for nurses to assess factors impacting patients' health behaviors and design interventions accordingly.
Coping with Verbal and Social Bullying in Middle SchoolGabriela Rocha
This study examined how middle school students predict they would cope with verbal and social bullying. The researchers surveyed 159 students aged 11-14 from two private schools. Students completed a measure assessing how they would cope, either through approach strategies like seeking help, or avoidance strategies like distancing. Recent bullying victims were more likely to predict avoidance coping. Approach coping, less aggression, and lower perceived bullying were linked to greater willingness to seek help. The results suggest educational interventions could encourage adaptive coping with bullying.
This document summarizes key aspects of becoming trauma-informed in health care systems. It discusses how recognizing the high prevalence of trauma experienced by many patient populations has led to calls for trauma-informed care. This includes understanding the links between trauma and other issues like addiction, creating safe and supportive environments, and integrating trauma treatment into all services. The document then provides examples of trauma-informed approaches used in substance abuse and domestic violence services in Canada for diverse groups. It emphasizes principles like avoiding re-traumatization, empowering clients, and recognizing trauma symptoms as coping strategies. Finally, it discusses ongoing work to fully adopt trauma-informed principles across health systems and contexts.
This document discusses using substance abuse treatment as an alternative to incarceration for females. It notes that incarceration rates for drug offenses are high, especially for women. Relational theory suggests imprisonment is more detrimental to women's mental health due to disrupting relationships. The proposed program would mandate residential treatment for 6-12 months instead of prison for non-violent drug offenses. Treatment would include counseling, parenting classes, and allowing children to live with their mothers. The goal is to successfully reintegrate women into the community and prevent future drug use and crime.
Freijy - ASBHM - Do interventions based on cognitive dissonance promote healt...Emily Kothe
Freijy, T., & Kothe, E., (2013). Do interventions based on cognitive dissonance promote health behaviour?. Paper presented at the Australasian Society of Behavioural Health and Medicine (ASBHM) 10th Annual Proceedings, Newcastle, Australia
This study examined whether prenatal maternal psychosocial resources (conceptualized as "felt security") moderate the association between neonatal medical problems and infant fussing and crying at 12 months postpartum. The study assessed maternal felt security during pregnancy using measures of attachment, relationship quality, self-esteem, and social support. At birth, infants were classified as healthy or having a medical problem. Experience sampling was used to assess infant fussing and crying in mothers of healthy infants and those with medical problems at 12 months. Results showed that prenatal maternal felt security interacts with infant health at birth to predict later infant fussing and crying, with higher prenatal felt security associated with less fussing and crying among infants with
The proposed Slow and Steady substance abuse treatment program for juvenile offenders includes mentoring, parenting groups, family therapy, and online support. Youth participants will be mentored by former clients and have opportunities to become mentors or counselors. Parents will participate in parenting groups and family therapy to support treatment. Online support groups will help maintain a community for clients and their families during and after the program. The goal is to successfully treat substance abuse and prevent future drug use through mentoring and family involvement.
·Response GuidelinesReply to the posts of two peers in thi.docxlanagore871
·
Response Guidelines
Reply to the posts of two peers in this discussion. Share any professional or personal insights you may have that are related to your peer's research problem. Comment on how it might benefit you as a counselor if research on your peer's research problem were conducted.
First Peer’s Post
Since, Trauma Focused- Cognitive Behavioral Therapy or TF-CBT has been found to be very successful with children and adolescents why hasn't there been much if any research done to see if it would be effective for adults as well? TF-CBT is an evidence based program that addresses childhood symptoms of PTSD
(
Sigel
, Benton, Lynch, & Kramer, 2013)
. Research has shown that TF-CBT it has as "well-established" efficacy and in a recent study it was the only treatment to be given the highest rating in all reviews
(Sigel, Benton, Lynch, & Kramer, 2013)
. Having used the treatment method myself with a client during my internship I've seen the effectiveness first hand on how it can impact a client in a positive manner. While the treatment was made with children in mind, it brings up the question of why it hasn't been tweaked in a way that it might benefit an adult as well.
What's great about TF-CBT is it's almost like a bunch of different treatments all wrapped up into one. Each treatment is essentially put into a unit or section that the counselor and client will work on. Some of the sections include psycho education, stress management, cognitive coping, etc.. Stress management, in my opinion, is probably one of the most important sections to go over with the client. If the client doesn't know how to deal with their stress than the rest of the treatment will be for naught because the client won't be able to control their stress. The stress management section focuses on teaching the cl controlled breathing, thought stopping and relaxation techniques.
A mind-body skills program was made in Gaza to essentially determine how effective these things were for people's overall quality of life in people with PTSD, depression, and anxiety
(Gordon, Staples, He, & Atti, 2016)
. They did a 10 session mind-body skills group that included meditation, guided imagery, breathing techniques, autogenic training, biofeedback, genograms, and self-expression through words, drawings, and movement
(Gordon, Staples, He, & Atti, 2016)
.
At the end of the program they found a significant improvement in overall quality of life in the clients that participated in the program, and at a 10 month follow-up the improvements were fully maintained
(Gordon, Staples, He, & Atti, 2016)
. This shows that one of the major parts of treatment in TF-CBT can be effective and makes me wonder even more if more research was done could an adult-version of TF-CBT be made and implemented while still be as effective and successful as the child/adolescent version
Resources:
Gordon, J. S., Staples, J. K., He, D. Y., & Atti, J. A. (2016). Mind–body skills groups for posttr.
This document summarizes research on programs and initiatives related to emotional intelligence, social ecology, and moral development. It provides annotations for several studies that developed and evaluated interventions targeting social and emotional skills. Key findings include that emotional intelligence can be improved through focused efforts; environmental characteristics influence individual functioning; and moral reasoning can be promoted to higher stages through targeted interventions, especially for individuals in institutional settings. The Appleby College Life Strategies Programme appears to be based on research showing the importance of these factors for success beyond grades.
This study examines the impacts of childhood traumatic brain injury (TBI) on family dynamics. It will compare family interactions and sibling outcomes between an experimental group consisting of children with TBI and their families, and a control group of children without TBI and their families. Researchers will observe family interactions and score all participants using the Family Assessment Measure Version III to compare differences between the two groups. It is predicted that family interactions and sibling outcomes will be significantly different between those families with a child who experienced TBI compared to the control group families.
This document discusses supporting students with mental health problems in schools. It begins by defining mental health and well-being, noting that many students struggle with issues like anxiety, depression, and attention difficulties. The document then reviews literature showing schools play an important role in students' mental health and outlines the research background, aims, questions, and structure. It examines the role of government and authorities in implementing programs to develop students' social skills and mental well-being. Overall, the document analyzes how schools currently support students with mental health issues and ways to potentially improve these practices.
The document defines prevention psychiatry as reducing mental disorders and behavioral problems by identifying risk and protective factors and applying evidence-based interventions. It provides examples of different types of prevention including universal, selective, and indicated interventions. It discusses risk and protective factors and illustrates various prevention programs targeting different populations.
This document summarizes research on factors that predict and promote resilience in physically ill individuals. It finds that psychological factors like self-esteem, optimism, and mastery are associated with resilience. Effective coping strategies include spirituality, positive appraisal, and benefit finding. Social support from family and friends also predicts resilience. The document reviews studies on specific illnesses and interventions to increase resilience. It concludes that understanding resilience could help improve care and outcomes for physically ill patients.
Family resilience and ecological interventionSurendraPsd1
Family resilience and ecological intervention involves strengthening families' ability to withstand challenges by drawing on their internal strengths and external social supports. Therapists employ several approaches, including multisystemic therapy, network therapy, multiple impact therapy, open dialogue, and family group conferencing, which mobilize family networks and communities to support families experiencing adversity. These ecological interventions aim to identify family strengths, build social support systems, and develop culturally appropriate plans to address challenges.
The document discusses approaches to promoting sustainable behavior change through community-based social marketing. It describes two general approaches - focusing on a specific behavior versus promoting general environmental activity and behavior change. The Precede-Proceed model is also summarized, which involves understanding factors that influence behavior and implementing combined strategies like skills training, social pressures, and participation to promote voluntary behavior changes. Research suggests using a combination of strategies framed in a positive manner to build people's competence and sense that their actions can make a difference.
This document discusses holistic treatment for substance abuse. It provides an overview of the history and models of addiction treatment, including the moral, disease, and multi-causal models. Holistic treatment aims to address addiction in all aspects of a person's life through counseling, education, medical care, and lifestyle changes. The Veterans Administration uses holistic treatment including tai chi, yoga, and art/music therapy. Research on holistic treatment models like those used by the VA could help expand treatment options for co-occurring disorders.
Parent-infant interactions in families with women diagnosed with postnatal depression: a longitudinal study on the effects of a psychodynamic treatment
Preventive psychiatry in india: Preventing on Child Psychiatric FrontDevashish Konar
Parenting training of would-be-parents, early detection of vulnerable children and timely intervention are some of the efforts that will give large dividend. We have very limited number of child psychiatrists. So including general psychiatrists, pediatricians, family physicians, health workers and teachers would be the most suited public health strategy for India. They need to be trained to work within their limits and need to learn to refer at the right time without wasting precious time of the growing children and adolescents.
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
The study aimed to assess the impact of a mentor's strategic communication on adjustment problems among adolescents. Sixty adolescents were divided into experimental and control groups. The experimental group received mentorship focusing on stress management, relationships, health, social skills, and emotions. Results found the experimental group had significantly lower adjustment problems after the intervention compared to controls. Areas like home, health, and emotions saw significant improvement. Having fewer siblings and a higher educated father were also associated with fewer adjustment issues. The study concluded mentorship can help adolescents better deal with daily problems and focus on their studies.
This document provides an overview of medical family therapy, which integrates mind, body, and family in treating illness. It discusses the biopsychosocial framework, collaborative treatment model, and scope of medical family therapy. The document also presents a case study example and discusses applications of medical family therapy, such as personal development and family interventions.
Pender's health promotion model from 1982 explains factors that influence healthy behaviors. The model identifies individual characteristics, cognitions regarding behaviors, and interpersonal/situational influences as impacting behavioral outcomes. It draws from expectancy value theory and social cognitive theory. Research has applied the model to areas like cancer screening, HIV care, smoking cessation, and health behaviors in homeless women. The model provides a framework for nurses to assess factors impacting patients' health behaviors and design interventions accordingly.
Coping with Verbal and Social Bullying in Middle SchoolGabriela Rocha
This study examined how middle school students predict they would cope with verbal and social bullying. The researchers surveyed 159 students aged 11-14 from two private schools. Students completed a measure assessing how they would cope, either through approach strategies like seeking help, or avoidance strategies like distancing. Recent bullying victims were more likely to predict avoidance coping. Approach coping, less aggression, and lower perceived bullying were linked to greater willingness to seek help. The results suggest educational interventions could encourage adaptive coping with bullying.
This document summarizes key aspects of becoming trauma-informed in health care systems. It discusses how recognizing the high prevalence of trauma experienced by many patient populations has led to calls for trauma-informed care. This includes understanding the links between trauma and other issues like addiction, creating safe and supportive environments, and integrating trauma treatment into all services. The document then provides examples of trauma-informed approaches used in substance abuse and domestic violence services in Canada for diverse groups. It emphasizes principles like avoiding re-traumatization, empowering clients, and recognizing trauma symptoms as coping strategies. Finally, it discusses ongoing work to fully adopt trauma-informed principles across health systems and contexts.
This document discusses using substance abuse treatment as an alternative to incarceration for females. It notes that incarceration rates for drug offenses are high, especially for women. Relational theory suggests imprisonment is more detrimental to women's mental health due to disrupting relationships. The proposed program would mandate residential treatment for 6-12 months instead of prison for non-violent drug offenses. Treatment would include counseling, parenting classes, and allowing children to live with their mothers. The goal is to successfully reintegrate women into the community and prevent future drug use and crime.
Freijy - ASBHM - Do interventions based on cognitive dissonance promote healt...Emily Kothe
Freijy, T., & Kothe, E., (2013). Do interventions based on cognitive dissonance promote health behaviour?. Paper presented at the Australasian Society of Behavioural Health and Medicine (ASBHM) 10th Annual Proceedings, Newcastle, Australia
This study examined whether prenatal maternal psychosocial resources (conceptualized as "felt security") moderate the association between neonatal medical problems and infant fussing and crying at 12 months postpartum. The study assessed maternal felt security during pregnancy using measures of attachment, relationship quality, self-esteem, and social support. At birth, infants were classified as healthy or having a medical problem. Experience sampling was used to assess infant fussing and crying in mothers of healthy infants and those with medical problems at 12 months. Results showed that prenatal maternal felt security interacts with infant health at birth to predict later infant fussing and crying, with higher prenatal felt security associated with less fussing and crying among infants with
The proposed Slow and Steady substance abuse treatment program for juvenile offenders includes mentoring, parenting groups, family therapy, and online support. Youth participants will be mentored by former clients and have opportunities to become mentors or counselors. Parents will participate in parenting groups and family therapy to support treatment. Online support groups will help maintain a community for clients and their families during and after the program. The goal is to successfully treat substance abuse and prevent future drug use through mentoring and family involvement.
·Response GuidelinesReply to the posts of two peers in thi.docxlanagore871
·
Response Guidelines
Reply to the posts of two peers in this discussion. Share any professional or personal insights you may have that are related to your peer's research problem. Comment on how it might benefit you as a counselor if research on your peer's research problem were conducted.
First Peer’s Post
Since, Trauma Focused- Cognitive Behavioral Therapy or TF-CBT has been found to be very successful with children and adolescents why hasn't there been much if any research done to see if it would be effective for adults as well? TF-CBT is an evidence based program that addresses childhood symptoms of PTSD
(
Sigel
, Benton, Lynch, & Kramer, 2013)
. Research has shown that TF-CBT it has as "well-established" efficacy and in a recent study it was the only treatment to be given the highest rating in all reviews
(Sigel, Benton, Lynch, & Kramer, 2013)
. Having used the treatment method myself with a client during my internship I've seen the effectiveness first hand on how it can impact a client in a positive manner. While the treatment was made with children in mind, it brings up the question of why it hasn't been tweaked in a way that it might benefit an adult as well.
What's great about TF-CBT is it's almost like a bunch of different treatments all wrapped up into one. Each treatment is essentially put into a unit or section that the counselor and client will work on. Some of the sections include psycho education, stress management, cognitive coping, etc.. Stress management, in my opinion, is probably one of the most important sections to go over with the client. If the client doesn't know how to deal with their stress than the rest of the treatment will be for naught because the client won't be able to control their stress. The stress management section focuses on teaching the cl controlled breathing, thought stopping and relaxation techniques.
A mind-body skills program was made in Gaza to essentially determine how effective these things were for people's overall quality of life in people with PTSD, depression, and anxiety
(Gordon, Staples, He, & Atti, 2016)
. They did a 10 session mind-body skills group that included meditation, guided imagery, breathing techniques, autogenic training, biofeedback, genograms, and self-expression through words, drawings, and movement
(Gordon, Staples, He, & Atti, 2016)
.
At the end of the program they found a significant improvement in overall quality of life in the clients that participated in the program, and at a 10 month follow-up the improvements were fully maintained
(Gordon, Staples, He, & Atti, 2016)
. This shows that one of the major parts of treatment in TF-CBT can be effective and makes me wonder even more if more research was done could an adult-version of TF-CBT be made and implemented while still be as effective and successful as the child/adolescent version
Resources:
Gordon, J. S., Staples, J. K., He, D. Y., & Atti, J. A. (2016). Mind–body skills groups for posttr.
Pick one of the following terms for your research Morals, prin.docxkarlhennesey
Pick one of the following terms for your research: Morals, principles, values, corporate social responsibility, or ethical culture.
Journal Article Analysis
Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relate to the concept. Your submission must include the following information in the following format:
DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.
Any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment.
Social Science & Medicine 58 (2004) 1367–1384
Effective/efficient mental health programs for school-age
children: a synthesis of reviews
Gina Browne
a,b,
*, Amiram Gafni
a,b,c
, Jacqueline Roberts
a,b
, Carolyn Byrne
a
,
Basanti Majumdar
a,d
a
System-Linked Research Unit (SLRU), School of Nursing, McMaster University, Hamilton, Ont., Canada
b
Department of Clinical Epidemiology and Biostatistics (CE&B), McMaster University, Hamilton, Ont., Canada
c
Centre for Health Economics & Policy Analysis, McMaster University, Hamilton, Ont., Canada
d
Primary Health Care for Women of KwaZulu-Natal, South Africa
Abstract
The prevalence of mental health problems, some of which seem to be occurring among younger cohorts, leads
researchers and policy-makers to search for practical solutions to reduce the burden of suffering on children and their
families, and the costs to society both immediate and long term. Numerous programs are in place to reduce or alleviate
problem behaviour or disorders and/or assist positive youth development. Evaluated results are dispersed throughout
the literature. To assess findings and determine common elements of effective children’s services, a literature search was
undertaken for evidence-based evaluations of non-clinical programs for school-age children. Prescriptive comments aim
to inform service-providers, policy-makers and families about best pra ...
This document summarizes a proposed research study that aims to evaluate the in-home mediator model of autism intervention. Specifically, the study will conduct in-depth interviews with 10-15 parents who recently completed an autism intervention program to understand their experiences as mediators and identify any factors that influenced the effectiveness of the intervention. Insights from the interviews will be used to inform improvements to the services provided and guide future research comparing the mediator model to in-clinic treatment models. The interviews will be structured around five factors identified in previous research as influencing interventions: the home environment, training received, skills developed, perceptions/emotions, and areas for service improvement.
This document summarizes a research study evaluating the effectiveness of a cognitive behavioral therapy group for adolescents who engage in self-harming behavior. The study took place at a community mental health center with 3 participants referred for self-harm indications. The 6-week CBT group focused on emotion regulation and positive coping skills to reduce self-harm impulses. A literature review found that deliberate self-harm is often linked to difficulties regulating emotions and trauma histories. Research suggests CBT and related therapies like dialectical behavior therapy can help challenge thoughts and behaviors related to self-harm by improving emotion regulation and problem-solving skills. The study aimed to evaluate whether the CBT group was effective in treating self-harming behaviors and associated emotions
The document summarizes seminars from the SUNLOWS 2013 seminar series on research studies related to mental health. It describes 6 studies presented at various seminars, including studies on caregiving for those with psychosis, interventions to assist caregivers of people with anorexia nervosa, service users' experiences of recovery programs, and a study comparing family therapy approaches for at-risk youth. The studies covered topics like developing models of caregiver relationships, how caregiver traits impact patient functioning, reducing caregiver distress and improving coping skills, and investigating treatment approaches for conditions like anorexia nervosa and antisocial behavior in youth.
This study evaluated a community-based drug recovery program in the Philippines called KKDK that included family members. Surveys and interviews were conducted with 107 program participants and 19 family members to assess changes. Results showed that after completing the program, participants perceived significant increases in family support and quality of family life, as well as decreases in substance use disorder symptoms. Family members also reported positive individual and family changes in the participants, such as increased responsibility, better communication, and improved family bonding. The study provides evidence that involving families in community-based drug recovery can help address both individual and family issues.
Participation in everyday occupations is vital for human development and well-being. Occupational therapy focuses on enabling participation in meaningful activities. The document discusses key aspects of participation including:
1) Participation has positive influences on health, life satisfaction, and development. It is reduced by disability, leading to less diverse and social activities.
2) Occupational therapists should understand participation, how to measure and facilitate it, across all populations.
3) Meaningful participation requires balance between an activity's challenge and one's skills, feelings of choice and mastery, and a supportive environment.
ArticleAre parents identifyingpositive aspects to parent.docxrossskuddershamus
Article
Are parents identifying
positive aspects to parenting
their child with an intellectual
disability or are they just
coping? A qualitative
exploration
Carole Beighton
Kingston & St. Georges University of London, United Kingdom of Great Britain and Northern Ireland
Jane Wills
London South Bank University, United Kingdom of Great Britain and Northern Ireland
Date accepted: 30 May 2016
Abstract
Although acknowledging the stress of raising their child with intellectual disabilities, parents also
report that their child has brought about many positive changes in themselves and family. This
study reports what parents perceive to be a positive aspect of parenting their child, as currently
what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of
personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the
child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive
effect that the child has on the wider community. Interpretive examination of the themes reveals
that the positive aspects identified consist mostly of meaning-focused coping strategies. These
enable parents to adapt successfully to the stressful experiences of raising their child and therefore
could be amenable to meaning-focused therapeutic interventions for parents with newly diagnosed
children or for those unable to identify any positive aspects of parenting their child.
Keywords
intellectual disabilities, caring, meaning-focused coping, positive aspects, positive reframing
Corresponding author:
Carole Beighton, Faculty of Health, Social Care and Education, Kingston & St. Georges University of London, Cranmer
Terrace, London, SW17 0RE, United Kingdom of Great Britain and Northern Ireland.
Email: [email protected]
Journal of Intellectual Disabilities
2017, Vol. 21(4) 325–345
ª The Author(s) 2016
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/1744629516656073
journals.sagepub.com/home/jid
https://uk.sagepub.com/en-gb/journals-permissions
http://journals.sagepub.com/home/jid
http://crossmark.crossref.org/dialog/?doi=10.1177%2F1744629516656073&domain=pdf&date_stamp=2017-02-07
Background
Most children with intellectual disabilities live at home with their parents, with the majority of
parents providing lifelong support for their child (Emerson and Hatton, 2008). This support can
include direct care (helping with activities of daily living, i.e. washing or dressing), emotional care
(providing support and encouragement), mediation care (negotiating with others on behalf of the
individual, i.e. services) and financial care (Horowitz, 1985). In addition, the child will often
experience long-term chronic conditions and/or complex health-care needs that will also require
ongoing daily management, time and resources.
This need for lifelong support has led historically to research on parenting a child with intel-
lectual.
Jails and PrisonsLooking inside total institutionsDefini.docxvrickens
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te ...
Jails and PrisonsLooking inside total institutionsDefini.docxdonnajames55
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te.
Using the empirical research article that your instructor approved iheiditownend
Using the empirical research article that your instructor approved in the Week 5 assignment, ask yourself: “Is this a quantitative research article or a qualitative research article?” Remember, in quantitative research, the emphasis is on measuring social phenomenon because it is assumed that everything can be observed, measured, and quantified. On the other hand, in qualitative research, it is assumed that social phenomenon cannot be easily reduced and broken down into concepts that can be measured and quantified. Instead, there may be different meanings to phenomenon and experiences. Often in qualitative research, researchers use interviews, focus groups and observations to gather data and then report their findings using words and quotations.
Consider how these different methods affect the sampling design and recruitment strategy, and ask yourself how the recruitment of research participants will affect the findings.
For this Assignment, submit a 3-4 page paper. Complete the following:
Read your selected empirical research article, and identify whether the study is a quantitative or qualitative study. Justify the reasons why you believe it is a quantitative or qualitative study. (Your instructor will indicate to you if you are correct in identifying the research design. This will point you to whether you will use the “Quantitative Article and Review Critique” or the “Qualitative Article and Review Critique” guidelines for the final assignment in week 10.)
Using the empirical research article, focus on the sampling method in the study and begin to evaluate the sampling method by answering the following:
Describe the sampling methods in your own words (paraphrase, do not quote from the article).
Describe the generalizability or the transferability of the research finding based on the sampling method.
Discuss the limitations the article identified with the sample and how those limitations affect the reliability or credibility.
Explain one recommendation you would make to improve the sampling plan of the study that would address these limitations in future research.
Child Maltreatment and Disaster Prevention: A Qualitative Study of Community Agency Perspectives
Shannon Self-Brown
, PhD,*
Page Anderson
, PhD,†
Shannan Edwards
, MS,† and
Tia McGill
, MPH*
Author information
Article notes
Copyright and License information
Disclaimer
This article has been
cited by
other articles in PMC.
Go to:
Abstract
Introduction:
Child maltreatment (CM) is a significant public health problem that increases following natural disasters. Ecological approaches have been used to study these complex phenomena, and the current research fits within this perspective by conducting qualitative interviews with disaster response and family-serving community agencies. The purpose of the study was to identify whether or not community agencies identified CM as an issue that is relevant for disaster planning and response and their perspectiv ...
BUSI 352Case Study 2Your client, Steven, age 43, has come to.docxfelicidaddinwoodie
BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts.
· He earns $80,000 annually.
· His wage replacement ratio has been determined to be 80%.
· He expects inflation will average 3% for his entire life expectancy.
· He expects to work until 68, and live until 90.
· He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time.
· He has been saving $3,000 annually in his 401(k) plan.
· Additionally, Social Security Administration has notified him that his annual retirement benefit, in today’s dollars will be $26,000.
1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative.
Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods.
5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why?
Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7.
Running head: the relevance of Sexual identity and orientation 1
the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019
\
The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.
Research Topic and Methodology Form—Unit 4Use the research s.docxbrittneyj3
Research Topic and Methodology Form—Unit 4
Use the research study approved for the Unit 2 assignment to complete this form.
1. Write the APA-formatted reference for your article.
2. Paste the persistent link for your article here.
3. Identify and describe the main topic of the research article. Note: This is the overall, general topic the researchers are investigating. It is not the same thing as the purpose of the article.
4. Identify the research problem the researchers investigated in the article. In one to two paragraphs, describe a few of the research findings the researchers report in their literature that are closely related to the research problem. Use appropriate citations for secondary sources.
5. List the research question or questions the researchers used. Make sure these are formed as questions and that they are answerable using research methods. In one to two paragraphs, explain how answering these research questions would help solve the research problem identified in number 4.
6. Identify the methodology, either qualitative or quantitative, and the approach the researchers used to answer the research question or questions. Recall:
· Qualitative approaches include case study, phenomenology, grounded theory, ethnography, and generic qualitative inquiry.
· Quantitative approaches are experimental, quasi-experimental, and non-experimental.
7. Describe the findings in the literature review that are closely related to the research problem in the chosen research.
8. Explain how the answers to the research question or questions will help the researchers solve the research problem in the chosen research.
In one paragraph, explain how the methodology and approach allow the researchers to answer the research question or questions listed in number 5.
1
Article
Are parents identifying
positive aspects to parenting
their child with an intellectual
disability or are they just
coping? A qualitative
exploration
Carole Beighton
Kingston & St. Georges University of London, United Kingdom of Great Britain and Northern Ireland
Jane Wills
London South Bank University, United Kingdom of Great Britain and Northern Ireland
Date accepted: 30 May 2016
Abstract
Although acknowledging the stress of raising their child with intellectual disabilities, parents also
report that their child has brought about many positive changes in themselves and family. This
study reports what parents perceive to be a positive aspect of parenting their child, as currently
what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of
personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the
child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive
effect that the child has on the wider community. Interpretive examination of the themes reveals
that the positive aspects identified consist mostly of meaning-focused coping strategies. T.
The study examined intergenerational trauma and resilience in families of former child soldiers in Burundi. It found three main ways trauma is passed down: through parenting styles influenced by soldiers' experiences, parental mental health issues affecting children, and community stigma. Family therapists could help by addressing parenting, mental health, and social support through community-based interventions, parent training, and attachment-focused family therapy.
A Child And Youth Care Approach To Professional Development And TrainingSarah Morrow
This document discusses a child and youth care approach to professional development and training. It emphasizes the importance of relationships in both child and youth care work and professional development. A developmental/ecological perspective is recommended when planning professional development to consider the context in which learning occurs. A child and youth care approach focuses on practical applications and activities. Relationships are seen as fundamental to both fields, and professional development programs should aim to create supportive learning environments that promote growth.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This document outlines an assignment for a student named Awing Mukat to complete a study on the challenges of raising autistic children in families in Malaysia. The study will employ qualitative research methods, including interviews with 8 mothers of autistic children. The student will explore the experiences of mothers in raising autistic children and adapting within their families, as well as factors that contribute to well-being. The literature review discusses research on the impact of autism on families globally and in Asia, including common challenges like stress, as well as protective factors like social support. The methodology section provides details of the interpretative phenomenological analysis approach that will be used to analyze interview data.
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
Similar to Exploring Adventure Therapy as an Early Intervention for Struggling Adolescents (20)
To Chart a Course: How to Improve Our Adventure Therapy Practice Will Dobud
Presented at the 8th International International Adventure Therapy Conference in Sydney 2018.
In the most comprehensive adventure therapy study published to date, Bowen and Neill (2013) argued that “a small percentage of adventure therapy programs undergo empirical program evaluation” (p. 41), that being less than 1%. With about three decades of research supporting the efficacy of adventure therapy, though we still have questions about dose-effect and for who adventure therapy is most effective (Gass, Gillis, & Russell, 2012; Gillis & Speelman, 2008; Norton et al., 2014) and adventure therapy performing on par with other therapeutic modalities (Dobud & Harper, 2018), there is little question that adventure therapy stands as a bonafide option as a therapeutic treatment. That is the good news.
With the publication of the first meta-analysis of psychotherapy outcomes, Smith and Glass (1977) found that participants engaging in some type of therapy were bever off than 70-80% of those that received no therapy at all. These encouraging effect sizes were on par with or outperformed many common medical treatments, such as taking an ibuprofen for a headache (Miller, Hubble, Chow, & Seidel, 2013). The psychotherapy clinical trials were conducted with research participants randomly receiving either some type of therapeutic interventions or no treatment at all (Smith & Glass, 1977). The researchers further acknowledged that when participants were randomly selected to receive one of
two different therapies, such as Cogni`ve-Behavioural or Psychodynamic Therapy, no difference in outcomes could be
found despite the theoretical differences of the two. Despite the limited publications and dissertations where adventure therapy was compared to a therapeutic intervention containing no adventurous components, we have a similar issue that adventure therapy tends to perform on par, no greater and no worse, than its counterparts (Dobud & Harper, 2018; Harper, 2010). The specific differences that suggest certain therapies are unique hold little to no variance in outcomes (Ahn & Wampold, 2001). Since Smith and Glass' (1977) pinnacle study, outcomes across psychotherapy have flatlined. Despite a ballooning of new diagnostic criteria and mushrooming of empirically supported treatments, there has been no improvement in outcomes (Asay & Lambert, 1999; Miller et al., 2013; Wampold, 2001). This presentation will attempt to untangle some of the factors put forward by researchers over the last two decades to illustrate those factors most likely to lead to improved therapeutic outcomes, such as establishing goal consensus with clients, improving the therapeutic relationship, and monitoring outcomes (Lambert, 2010; Wampold, 2001). Though this workshop will present some of these important findings, the presentation will stage my experiential journey in reaching out to coaches, researchers, and supervisors in trying to improve my outcomes as a therapist, one client at a time.
Of Dodo birds and common factors: A scoping review of direct comparison trial...Will Dobud
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Join us for a comprehensive 90-minute lesson designed specifically for Compliance Officers and Practice/Business Managers. This 2024 HIPAA Training session will guide you through the critical steps needed to ensure your practice is fully prepared for upcoming audits. Key updates and significant changes under the Omnibus Rule will be covered, along with the latest applicable updates for 2024.
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Ensure your compliance strategy is up-to-date and effective. Enroll now and be prepared for the 2024 HIPAA audits.
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3. 34
practitioners (GPs) for various behavioural and
emotional concerns. The majority of funding for
the program is provided by the adolescent’s family
looking for alternatives to traditional mental health
treatment, while education departments, schools,
NGOs, Australia’s National Disability Insurance
Scheme and government agencies have also covered
participant engagement.
Despite feeling coerced into attending the
program, this program does not work as the motivator
for getting the young person to attend. This feeling of
coercion is common among adolescents as they are the
least likely to engage in therapeutic support and the
most likely to report feeling pressured or mandated
to engage (Australian Institute of Health and Welfare,
2011; McGorry, Bates, & Birchwood, 2013; Rickwood,
Van Dyke, & Telford, 2015).
With the referred adolescent being central to
the program’s focus, parents are also perceived as
important members of the change process and are
expected to help support the changes occurring on the
program. Each family is given a workbook to discover
parenting strengths and build insight into how they
can use these strengths more often. While their child
is on the expedition, parents also write two letters to
their child that help to rebuild family relationships.
The first letter, known as an ”impact letter,” (Russell &
Hendee, 2000) discusses the struggles that have been
occurring at home, while the second letter, occurring
towards the end of the program, invites the adolescent
to write about the changes they wish to see occurring
both individually and as a family.
The 14-day expedition is divided into three
distinct phases. The first nine days are spent trekking
through the bush practicing self-sufficiency skills, such
as making a fire without matches or lighters, building
adequate shelters, and learning to navigate with a map
and compass. During this time, the program leaders
are focused on building a strong relationship with
each participant and establishing a therapeutic focus.
The second phase includes a two-day solo, where each
participant creates their own camp for a night. During
this time, participants receive their second letter from
home and work with program leaders to consolidate
the gains achieved on the program and formulate
concrete goals for a successful return home. The final
phase occurs at a house located at a pristine beach
where the group spends time fishing, swimming, and
relaxing after their time spent in the bush. Here, the
focus shifts to preparing follow-up plans, relapse-
prevention strategies, and concluding the program.
This program does not view AT as a miracle cure
for psychological distress but instead sees the 14-day
experience as a catalyst for continued therapeutic
growth and progress. Upon returning home, program
leaders provide parents with a comprehensive report
detailing the young person’s progress and ideas for
creating a supportive environment at home. Families
are then offered in-depth follow-up plans outlining
the future involvement of the program leaders, other
practitioners, and how the family can respond to
lapses in progress.
Adventure therapy and at-risk youth
The numbers of youth in Australia struggling
with mental health issues continues to climb with one
in four adolescents reporting issues of psychological
distress (Australian Bureau of Statistics, 2008;
Australian Institute of Health and Welfare, 2011;
Rickwood et al., 2015). In working with these young
people, adventure therapy (AT) may be an effective
alternative to traditional talk therapy or school-
based interventions. Gass et al. (2012) note “two
primary effects on AT participants: (1) the positive
and significant development of self-concept from
participation in an AT intervention, and (2) the
development of adaptive and social skills due to the
unique group-based treatment” (Gass et al., 2012, p.
291). Similarly, Bowen and Neill (2013) discovered, in
their meta-analysis, larger effect sizes in clinical, self-
concept, and social development measures.
Behrens et al. (2010, p. 110), in their review
of experiential programs, found that adolescents
tend to experience “significant decreases in suicidal
ideation, anxiety, depression, substance abuse,
social conflict, sleep disruption, violence as well as
an overall reduction in externalising [behaviours]
such as impulsivity, defiance and hostility.” Using
psychometric measures, AT has demonstrated
“statistically significant improvement on immature
defense and maladaptive behaviour scores, and
on dysfunctional personality patterns, expressed
concerns, and clinical syndromes scores” (Clark,
Marmol, Cooley, & Gathercoal, 2004, p. 225). Although
these findings support the case for AT’s evidence base,
the elements that occur during the AT experience may
prove to be the best predictors of its effectiveness.
With a 21% increase in GP visits due to mental
health concerns over the last 20 years, and adolescents
still being the least likely to attend mental health
services of any age group in Australia (Australian
Institute of Health and Welfare, 2011), AT may provide
a service that meets the needs of Australia’s at-risk
youth. By evaluating over 40 years of outcome research,
Asay and Lambert (1999) found that regardless of a
practitioner’s theoretical orientation, client strengths
(40%) and the relationship between the practitioner
and client (30%) contribute more to positive outcomes
than any other factor in mental health services. Olinsky,
Grawa and Parks’ (1994, p. 361) comprehensive review
of this therapeutic relationship found that “the quality
of the patient’s participation in therapy stands out as
the most important determinant of outcome.” With
Journal of Outdoor and Environmental Education, 19(1), 33–41, 2016
4. 35
these factors in mind, the adventure setting may be an
effective option as “adventure therapists often become
more approachable and achieve greater interaction
with clients when compared to traditional therapists”
(Gass et al., 2012, p. 4).
Although adventure experiences can be
challenging or push students out of their comfort
zone, Brown (2008, p. 11) found that the greatest
amount of growth and learning occurs when
participants “feel safe, secure and accepted.” This
stresses the importance for practitioners “to create
a therapeutic climate ripe for change, [by] having
good listening skills, validating the client’s thoughts
and feelings, [displaying] of empathy, warmth, being
genuine, conveying concern and caring behaviours”
(Selekman, 2005, p. 27). These factors of therapeutic
change may provide an explanation for why AT is
“effective for unmotivated youth who otherwise may
have not wanted to enter treatment” (Gass et al., 2012,
p. 295).
Follow-up care is “a crucial component in
facilitating the transition from an intensive wilderness
experience to family, peer and school environments”
(Russell, 2005, p. 205). Because progress is occurring
awayfromtheparticipant’snormallivingenvironment,
ongoing support should be considered when “trying
to return to home, school and/or peer environments
that prior to treatment, may have perpetuated problem
behaviours” (Russell, 2003, p. 374). In a comprehensive
follow-up study, Draper, Bjorklund, Hess, and
Preece (2013) interviewed 173 families to identify
“unique patterns in long-term success” (Draper et
al., 2013, p. 72) and the common obstacles affecting
adolescents returning home from AT programs and
therapeutic boarding schools. Continued substance
abuse, negative peer relationships, and unchanged
family environments were listed as the most common
stumbling blocks. Adolescents also cited “positive
incentives, encouragements and praise” (Draper et al.,
2013, p. 84) as critical to their success, while parents
found importance in setting consistent boundaries and
expectations.
Other research also suggests increased value
in “family-focused approaches … over working
with the identified client alone” (Harper & Cooley,
2007, p. 393). By understanding the family context,
practitioners can address how family members and
external resources such as school counsellors, can
support the participant’s positive changes and goals
for returning home (Draper et al., 2013; Gass et al.,
2012; Harper, Russell, Cooley, & Cupples, 2007).
Staying with this family context, the sustainability
of outcomes in AT should be interconnected with
parental involvement (Harper, 2007; Mulholland &
Williams, 1998; Russell, 2005), a supportive family
environment welcoming the child home (Draper et
al., 2013), and hope and optimism exhibited by the
parents (Hubble et al., 1999).
Onward Adventures assumes that change in AT
occurs as a result of three factors, outlined by Gass et
al. (2012). Firstly, a dynamic experience in a neutral
environment exposing participants to challenges
and problem-solving tasks gives practitioners the
opportunity to work with clients in the present
moment as events unfold. Secondly, the contained
group setting provides ample time for practitioners
to build a strong therapeutic relationship with each
participant establishing a sense of safety and security
that can facilitate “a diminishing of anxiety, an implicit
hopefulness about the future, a perception of being
in relationship with other human beings, a feeling of
being loved or cared for, a sense of being worthy and
often an expansion of awareness from self to others”
(Ringer, 1999, p. 7). Finally, “natural consequences
facilitate much of the learning” (Gass et al., 2012,
p. 80) in AT. Although staff are present for support,
participants are led to be “conscious in the moment of
real or perceived danger … and [take] responsibility
for it” (Mulholland & Williams, 1998, p. 22). Here,
the model focuses on a “shift [of] motivation during
a therapeutic process from an external source of
motivation to an internal one” (Gass et al., 2012, p. 74).
The research process
The aim of this study was to explore participants’
experiences through a semi-structured survey using
both quantitative and qualitative questions. The
objective was to inform various disciplines in mental
health about the adventure therapy (AT) experience,
follow-up possibilities, and family experiences. The
study explored participant perceptions and considered
the findings in relation to the study’s review of the
literature.
Ethics and method
Central to ethical conduct of the project was
protecting the identity of the research participants.
To ensure safety, data was collected from participants
anonymously, which also improved the project’s
credibility as the “potential disclosure of confidential
data might lead individuals not to reveal their true
behaviour, consequently reducing the validity of
the data” (Langhinrichsen-Rohling, Arata, O'Brien,
DBowers, & Klibert, 2006, p. 426). Additionally, a
pseudonym was used for the program name to further
protect participants and those engaged with the
organisation.
Participants were found using a sample of all
adolescents over the age of 16 that had completed theAT
program since January 2013. Parents were also invited
Australian adventure therapy program
5. 36
to complete the survey, although adolescents were first
provided the opportunity to deny consent for their
parent to be involved. Although most Australian states
deem those 16 years and older mature and competent
enough to provide their own consent, parents of those
living where the age of consent is over 16 years of age
were delivered consent forms prior to their child’s, for
further protection. As recommended by Corbin and
Strauss (2008), this sampling method was chosen in
relation to the purpose of this research investigating
how these unique participants and parents involved in
the change process perceived their AT experience.
The sample located 18 potential participants for
the study and emailed them the link to the anonymous
online survey as well as a copy of their consent form.
The number of students returning the surveys was
higher than that of the parents with 13 of the 18
adolescent surveys returned, while 10 of the 17 parent
surveys were completed. Upon receiving completed
[un-named] surveys, codes were given to label each
response. Parent surveys were designated with a P
while participants were given an S, for student. Next
was the age of the participant, followed by their
gender. Responses with identical codes were given
a roman numeral to distinguish participants. For
example, the second 17-year-old male survey received
was labelled S17mII.
The survey provided tick boxes, numerical
scales, and room for open-ended responses allowing
participants to write freely. Questions were designed
to explore areas of change common in AT literature
such as family relationships, school performance, peer
relationships, self-concept, coping skills, and overall
behaviour (Davis-Berman & Berman, 1994; Gass et
al., 2012; Neill, 2003; Norton, 2010a; Russell, 2000,
2001, 2003, 2005, 2008; Russell & Gillis, 2010; Russell
& Hendee, 2000).
The survey first provided a tick box to gather the
participant’s age and gender. To clarify the survey’s
layout, in assessing the quality of the therapeutic
relationship, the participants were provided with the
prompt to, “Please rate your relationship with your
program leaders” and given a scale of 1 to 5, with 1
being “no relationship at all” and 5 being “very strong
relationship.” Following the scale, they were asked
to, “Describe the relationship you had with your trip
leaders” and provided with a text box suitable for an
open-ended response.
Because the author’s involvement with the
program as social worker was complicated by his role
as researcher, it was necessary to address the dual
relationship with participants, especially in terms of
power relationships and responses to the surveys.
To minimise this impact, anonymous surveys were
utilised to allow participants to contribute without
their particular responses being identifiable. The
survey was accessible online with a link provided in
the initial email contact. This study did not collect
identifiable information and requested participants to
omit all identifying information.
Presentation and discussion of findings
Although this study did not use pre-test and
post-test methods, it did ask participants to recall
how they felt about attending the AT program, prior
to participation. The results found mixed feelings
among participants in levels of anxiety and anger.
Parents found their children felt angry and anxious,
sometimes expressed in terms of parents trying “to
get rid of” (P18fI) them. Some participants mentioned
feeling nervous about spending an extended period
in a bush setting, while others were blunt in stating
that they did not want to go at all. Mentioned
previously, this feeling of coercion, whether from
family members or school workers, is common
among young people.
Post-trip questions reflected a change of
opinion. Many participants agreed in finding the
outdoor environment challenging, mentioning that
although the experience was definitely “better than
I thought” (S16mII), it was still difficult adapting to
the weather, food, and sleeping conditions. Despite
these challenges, parents saw their children returning
home with a new sense of optimism and positivity.
One parent noted that her son “felt that he had
done something important” (P18mI), while another
perceived her daughter returning “enthusiastic about
everything” (P18fII).
Using an 8-point Likert scale, participants were
asked to provide a rating for how they felt prior to
attending the program and upon its completion;
8 represented feeling ”excited about attending,”
1 meaning the participant ”hated the idea of the
program.” Participants scored a pre-program
rating of 3.69 and post- of 6.46. Parents also showed
considerable change as a pre-score of 2.90 increased
to 7. A sense of accomplishment was noted by both
parents and participants, and may be responsible for
the increase in scores. Participants were returning
home mentioning, as one expressed it, that they had
“achieved a lot” (S17fI).
The therapeutic relationship
Despite diverse preconceptions about attending
the program, adolescents left feeling more positive
about the experience with a strong connection to the
program leaders. Measuring the therapeutic alliance
was important for this study as this relationship
is critical to success and also a common factor
contributing to positive outcomes (Hubble et al., 1999).
Journal of Outdoor and Environmental Education, 19(1), 33–41, 2016
6. 37
Additionally, Garcia and Weisz (2002) have found that
those who drop out of psychotherapy report issues
with the therapeutic relationship and program fees
more often than any other factor.
When asked to rate the relationships created
during the program, parents reported an average score
of 4.80 while participant scores averaged 4.46, both
out of a possible 5. With many factors contributing to
a strong alliance, the therapeutic climate created for
the group was important for establishing a nurturing
environment for the program to take place. Participants
mentioned that program leaders were approachable
and that they could “easily talk to them” (S16fI). A sense
of authenticity emerged, illustrated by one participant
who felt she could “be [herself] around both of the
leaders and was comfortable sharing [her] thoughts
and feelings with them” (S17fII). Parents also noted
these connections, as one parent’s son felt “trusted
and understood” (P17mIV). Because of the importance
of a welcoming therapeutic environment, having an
experience where adolescents can build these genuine
relationships is an enormous advantage for AT.
This was not a first-time therapy experience
for many of the families engaged with Onward
Adventures. Many of the participants had been
engaged with psychologists, counsellors, and school
professionals back at home. Parents also reported
their adolescents never having had a relationship
with other helping professionals and that the program
leaders were welcoming and relatable. These findings
accentuate AT as an attractive option for adolescents
at risk of disengagement, as these participants found
the experience to be effective in connecting with those
that may have past negative treatment experiences
(Behrens et al., 2010; Norton, 2010b).
Issues of trust and understanding were also
important to the participants. Participants valued being
able to “basically say whatever we wanted” (S17mII)
and that the program leaders “had my back when
it got hard” (S16mII). The engaging nature of AT is
considered an encouraging building block for change.
These reports reflect the therapeutic environment built
during the program but have yet to illustrate how the
relationship can lead to engagement and change. The
following section will look at the reported outcomes as
witnessed by the participants of the program and their
parents.
Reported outcomes
In addition to an open-ended text box where
participants could write freely about what outcomes
or skills they had taken away from the program,
participants and parents were both asked to report
changes, rated on a 5-point Likert scale, in the areas
of family relationships, school work, relationships
with friends, feelings towards themselves, coping with
conflict, and overall behaviour. Participants reported
the highest scores in the areas of coping with conflict
and overall behavioural, while parents also reported
high scores in family relationships and their child’s
behaviour.
In the area of family relationships, both parents
and participants noted that despite arguments or
struggles at home, the family felt more equipped and
prepared to handle the conflict. Participants noted
that using positive coping skills helped to reduce
the conflict. Parents and participants noted that their
disputes were not as explosive as before and that both
parties were able to remain calm and in control.
Being able to handle conflict, whether internal or
external, is often a reason for referral for adolescents.
Many adolescents who find themselves in therapeutic
care struggle with anger management, school
behaviour problems, anxiety, or depression (Rickwood
et al., 2015; Selekman, 2005). When faced with
challenges upon returning home, participants were
Title Student response Parent response
Family relationships Mean = 4.09 SD = 0.70 Mean = 4.70 SD = 0.48
School work Mean = 4.00 SD = 0.77 Mean = 4.00 SD = 0.86
Peer relationships Mean = 4.33 SD = 0.77 Mean = 4.00 SD = 0.94
Self-concept Mean = 4.25 SD = 0.96 Mean = 4.40 SD = 0.96
Coping with conflict Mean = 4.41 SD = 0.66 Mean = 4.33 SD = 0.70
Overall behaviour Mean = 4.50 SD = 0.67 Mean = 4.44 SD = 0.52
Table 1. Reported Outcomes
Australian adventure therapy program
7. 38
able to reflect on their actions “instead of just reacting
and shooting [themselves] in the foot” (P17mI). One
adolescent female mentioned that even though she
may have arguments with her mother, she can “stay a
lot calmer and control [herself] rather than lashing out”
(S17fIII).
These changes may be due to program
leaders who efficiently present “challenges that
are developmentally appropriate, in that they are
concrete, attainable, and increase in difficulty and
challenge as the intervention progresses” (Gass et al.,
2012, p. 292). This study’s outcomes support previous
findings of AT’s capacity to foster “improved physical,
mental, social, community and environmental health
and wellbeing” (A. Pryor, Carpenter, & Townsend,
2005, p. 4).
The final thread emerging from the data was that
of happiness and optimism. Parents found that their
children seemed “happier and no longer depressed”
(P16mI), and “empowered, motivated, happy [and]
capable” (P17mII). These confident feelings help
with relapse prevention and follow-up plans and are
also useful in working through lapses in progress or
difficulty. Most importantly, the participants who may
not have wished to engage in a therapeutic service left
feeling as if the program had a significant impact on
their lives. When asked if they would take part in the
AT expedition again the results were significant with
all but two participants reporting that they would
engage in AT services again.
Follow-up support
Despite reports of positive change and strong
therapeutic relationships, finding sustainable and
long-term outcomes has been difficult for AT programs
(Draper et al., 2013; Harper & Cooley, 2007; Russell,
2005). Gathering feedback about follow-up support
was important, as Onward Adventures’ in-house
follow-up care is not common among youth programs.
Of those participating in this study, all but one
student and two parents had engaged in follow-up
support since returning home. Upon returning home,
all families worked with program leaders to prepare
tailored follow-up plans. These were individualised
and varied based on variables such as external
practitioners, family values, and location. When asked
on a Likert scale of 1 to 5 how effective participants
observed follow-up support to be, both the parents
(average 4.40) and students (average 3.84) reported
finding additional support to be beneficial.
Parallel to Draper et al.’s (2013) and Russell’s
(2005) studies exploring obstacles in life experienced
post-treatment, participants noted that although
conflicts may still occur, they were better equipped
to cope with stress in a positive way. Participants in
this study valued follow-up services provided by their
program leaders as they reported feeling able to talk
openly about events that were taking place at home.
Parents reported that the follow-up support
assisted them in helping their child return home. One
parent felt that the program leaders were “always there
to talk … and resolve issues” (P18fI) and three parents
valued having practitioners or other professionals
who could talk with schools to ensure that everyone
was on the same page in helping. Parental support and
coaching were also appreciated because they helped
parents to “feel very supported” (P17mIII) and “stay
in perspective” (P17mII).
Limitations
Due to the small sample size, there is no intention
to claim generalisability, although this study still
provides an important exploration of how participants
and families perceived this AT experience. Future
evaluations, if conducted, would provide larger
sample sizes that could be used to generalise in various
ways. A further limitation of this study involves the
author’s embeddedness in the program, which while
positive in relation to knowledge of the program
goals and procedures, may limit the objective distance
achievable in connection with analysis.
A challenging aspect of researching AT or any
therapeutic intervention is in the “black box effect”
(Gass et al., 2012) where participants enter a certain
environment for a matter of time and leave with certain
outcomes, without literature gaining further insight
in what phenomenon is truly occurring. The obstacle
for researchers is to avoid describing “the treatment
as if it is isolated from the most powerful factors
that contribute to change — the client’s resources,
perceptions, and participation” (Duncan, Miller, &
Sparks, 2004). Because there is limited understanding
of the AT experience, researchers need to “address the
question of what specific factors are most therapeutic
and what is the long term benefit of participation”
(Hill, 2007, p. 348).
Implications for practice
Stressing the importance of the relationship
built between practitioners and participants — the
therapeutic alliance — should assist similar programs
and the helping professionals involved to engage
difficult adolescents. Being skilled in providing
developmentally appropriate interventions that
are tailor-fit to each unique participant should help
practitioners connect with their client and meet them
as they are. Because adolescents can fall through the
cracks of traditional treatments, AT programs could
Journal of Outdoor and Environmental Education, 19(1), 33–41, 2016
8. 39
be recognised as an intervention capable of connecting
disengaged adolescents struggling with behavioural
and emotional challenges. To connect with these
clients, practitioners will benefit from working with
the elements most commonly found in sustainable
change, that is, a strong connection or therapeutic
alliance, effective follow-up support, a safe and
nurturing therapeutic environment, and an experience
valued by the client (Behrens et al., 2010; Draper et al.,
2013; Miller, Duncan, & Hubble, 2004).
This project showed that AT could be used to
assess and reveal client struggles in a compassionate
manner with clinicians practicing in a client-directed
framework. In the contained setting, program leaders
were able to work with challenges as they arose
moment to moment. This experiential paradigm
allowed program leaders “to discover the most
effective road for connecting with [each] client” (Krill,
2014, p. 124). They were also able to remain patient
and “stress what is working for the client and attempt
to increase those feelings, actions and thoughts instead
of focusing on eliminating thoughts, feelings and
actions” (Gass & Gillis, 1995, p. 63). In this framework,
AT practitioners can better focus on individualised
interventions to meet the unique needs of each client.
Helping professionals practicing with young
people may also take advantage of incorporating
“experiential or adventure activities to evidence based
treatments to make them more fun and interesting and
to increase [participants’] willingness to participate in
therapy” (Russell & Gillis, 2010, p. 83). Because 40–60%
of young people involved in therapeutic treatment
disengage despite professional advice (Duncan, Miller,
& Sparks, 2007), the engaging elements of AT and a
focus of the therapeutic relationship could be used to
deliver more positive outcomes.
Conclusion
This study, although limited in size and scope,
has shown this AT experience — Onward Adventures
— to be an option valued by adolescents who may
have been “reluctant to engage in treatment due to
the barriers and stigma associated with traditional
treatment alternatives” (Gass et al., 2012, p. 298).
Despite predominantly positive outcomes reported,
further evaluations with larger sample sizes and
different methodological perspectives should help
to “isolate and identify what it is about AT that
creates changes in individual behaviour, cognition
or emotional states” (Gass et al., 2012, p. 298). Even
with the positive outcomes reported, viewing AT as
a ”band-aid” or miracle treatment for adolescents
should “be avoided by structuring programs to foster
more intensive long-term therapeutic change” (Autry,
2001, p. 301). This may be accomplished by having
follow-up services delivered by “program leaders
[that] have a deep understanding of what actually goes
on during and after experiential activities” (Autry,
2001, p. 301).
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About the author
Will Dobud MSW is currently the program director for a small
adventure therapy organisation in South Australia providing
adventure therapy programs and therapeutic services for
adolescents and families across Australia. In 2015, Will was awarded
with the Australian Postgraduate Award from Charles Sturt
University towards the completion of his higher degree by research.
Will is currently sitting as the South Australian Representative to the
Australian Association for Bush Adventure Therapy, Inc. In addition
to his work within adventure therapy, Will presents internationally
about his work with children and adolescents.
Contact: info@willdobud.com
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Australian adventure therapy program