Recovery-Oriented Risk Assessment and Shared Decision Making. Mapping the Process of Recovery in Mental Health Care by Jan Sitvast in Psychology and Psychotherapy Research Study
This document provides information on crisis intervention and suicide risk assessment. It defines crisis and outlines general principles of crisis management, including identifying methods for screening for crisis in therapy sessions and the community. The document discusses the steps in crisis management and identifies common risk factors for suicide. It provides guidance on assessing suicide risk, developing a safety plan and treatment strategies, including medication and psychotherapy options. It emphasizes the importance of coordination among a multidisciplinary treatment team.
Crisis intervention aims to stabilize a family experiencing a crisis and restore their pre-crisis level of functioning within 6 weeks. The intervention takes an active approach to assess the stressor event, those affected, and its meaning through a focused interview. The goal of assessment is to evaluate risk factors and mobilize the client's resources. Intervention plans how to restore equilibrium by managing emotions, gaining understanding, and accessing external support through affective, cognitive, and environmental approaches. Cultural differences or a client's state require clarifying communications to avoid misunderstandings.
Crisis intervention is an immediate and short-term psychological care aimed at assisting individuals in a crisis situation in order to restore equilibrium to their bio-psycho-social functioning and to minimize the potential of long-term psychological trauma.
The document discusses crisis intervention and crisis theory. It describes the main phases of crisis intervention as the initial phase within 48 hours of an event, and the crisis intervention phase after days or weeks. Crises can be triggered by events like crimes, health issues, disasters, or life transitions. Crisis theory holds that a crisis occurs when an unexpected event throws someone off balance and their usual coping methods no longer work. Intervention aims to help reduce the impact and guide resources to recovery. The seven stages of Robert's crisis intervention model are outlined as assessment, rapport building, problem definition, exploring feelings, past coping, action planning, and follow up.
Crisis intervention aims to help individuals experiencing acute distress or crisis. It focuses on the present situation and addressing immediate needs. Dr. Eric Lindemann pioneered crisis intervention through his research on grief responses. Crisis intervention draws from ego psychology and ecological systems theory. Key concepts include levels of crisis, stages of crisis, and models like the seven stage crisis intervention model and critical incident stress debriefing. While effective in many situations, crisis intervention could benefit from more research on cultural and demographic factors.
Crisis intervention is an immediate and short-term psychological care to restore equilibrium. I think this will be useful. This is very important topics in Advanced nursing practice and education too.
Crisis intervention aims to help individuals in crisis situations restore equilibrium and minimize long-term psychological trauma. A crisis is a state of disequilibrium caused by an event overwhelming a person's coping abilities. Crises can be developmental, social, or situational. Signs of crisis include stress, anxiety, depression, withdrawal, and substance abuse. Techniques of crisis intervention include catharsis, clarification, suggestion, reinforcement, supporting defenses, raising self-esteem, and exploring solutions. Effective crisis management can promote personal growth.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
This document provides information on crisis intervention and suicide risk assessment. It defines crisis and outlines general principles of crisis management, including identifying methods for screening for crisis in therapy sessions and the community. The document discusses the steps in crisis management and identifies common risk factors for suicide. It provides guidance on assessing suicide risk, developing a safety plan and treatment strategies, including medication and psychotherapy options. It emphasizes the importance of coordination among a multidisciplinary treatment team.
Crisis intervention aims to stabilize a family experiencing a crisis and restore their pre-crisis level of functioning within 6 weeks. The intervention takes an active approach to assess the stressor event, those affected, and its meaning through a focused interview. The goal of assessment is to evaluate risk factors and mobilize the client's resources. Intervention plans how to restore equilibrium by managing emotions, gaining understanding, and accessing external support through affective, cognitive, and environmental approaches. Cultural differences or a client's state require clarifying communications to avoid misunderstandings.
Crisis intervention is an immediate and short-term psychological care aimed at assisting individuals in a crisis situation in order to restore equilibrium to their bio-psycho-social functioning and to minimize the potential of long-term psychological trauma.
The document discusses crisis intervention and crisis theory. It describes the main phases of crisis intervention as the initial phase within 48 hours of an event, and the crisis intervention phase after days or weeks. Crises can be triggered by events like crimes, health issues, disasters, or life transitions. Crisis theory holds that a crisis occurs when an unexpected event throws someone off balance and their usual coping methods no longer work. Intervention aims to help reduce the impact and guide resources to recovery. The seven stages of Robert's crisis intervention model are outlined as assessment, rapport building, problem definition, exploring feelings, past coping, action planning, and follow up.
Crisis intervention aims to help individuals experiencing acute distress or crisis. It focuses on the present situation and addressing immediate needs. Dr. Eric Lindemann pioneered crisis intervention through his research on grief responses. Crisis intervention draws from ego psychology and ecological systems theory. Key concepts include levels of crisis, stages of crisis, and models like the seven stage crisis intervention model and critical incident stress debriefing. While effective in many situations, crisis intervention could benefit from more research on cultural and demographic factors.
Crisis intervention is an immediate and short-term psychological care to restore equilibrium. I think this will be useful. This is very important topics in Advanced nursing practice and education too.
Crisis intervention aims to help individuals in crisis situations restore equilibrium and minimize long-term psychological trauma. A crisis is a state of disequilibrium caused by an event overwhelming a person's coping abilities. Crises can be developmental, social, or situational. Signs of crisis include stress, anxiety, depression, withdrawal, and substance abuse. Techniques of crisis intervention include catharsis, clarification, suggestion, reinforcement, supporting defenses, raising self-esteem, and exploring solutions. Effective crisis management can promote personal growth.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
The document provides information on crisis intervention models and strategies. It discusses:
1) The seven stage crisis intervention model which includes assessing the crisis, establishing rapport, identifying problems, dealing with feelings, generating alternatives, developing an action plan, and establishing follow up.
2) Critical incident stress debriefing, a strategy used with first responders to traumatic events to discuss the event, promote cohesion, and educate on stress reactions and coping.
3) The ACT model, a three stage conceptual framework that includes assessment, connecting to support, and addressing traumatic stress reactions through a seven stage model, critical incident stress management, and a 10 step acute stress management protocol.
This document discusses crisis, crisis intervention, and the phases of crisis development. A crisis is a stressful event that disrupts homeostasis and usual coping mechanisms cannot resolve. Crises follow phases from exposure to a stressor to mounting tension if unresolved. Crisis intervention aims to resolve the immediate crisis and restore functioning. It involves assessment, planning interventions, implementing techniques like catharsis and clarification, and evaluating crisis resolution. Nurses play a key role in crisis intervention through various modalities like mobile crisis teams, telephone contacts, groups, disaster response, and education.
The document describes relief efforts carried out on July 28th and 31st in the Kamalpura area. On the 28th, 100 people were rescued and over 1000 food packets, water pouches, and medicines were distributed. On the 31st, 55 ration bags and 1000 water bottles were distributed across nearby villages. The document also provides information on disaster management, including definitions, key phases, stress management techniques, and the impact on mental health.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce distress, solve problems, and improve coping to resolve the crisis and prevent long term issues. This involves assessment, planning intervention, implementing techniques, and evaluating resolution.
A crisis intervention is an immediate and short-term emergency response to mental, emotional, physical, and behavioral distress. Crisis interventions help to restore an individual's equilibrium to their biopsychosocial functioning and minimize the potential for long-term trauma or distress
This document discusses crisis, its causes, phases, and resolution. It defines crisis as a state of disequilibrium caused by an event overwhelming an individual's coping abilities. Crises can be situational, developmental, trauma-related, or due to psychopathology. The phases of a crisis include increased anxiety, overwhelmed coping mechanisms, increased pressure, and potential psychotic symptoms if unresolved. Nurses play a key role in crisis resolution through assessment, diagnosis, planning, implementation, and evaluation to help clients return to pre-crisis functioning.
This document defines crisis and crisis intervention. It begins by defining a crisis as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium. It then outlines three types of crises: developmental, situational, and adventitious. Next, it provides an overview of crisis intervention, noting that a crisis is time-limited, occurs for everyone, and one's perception determines if an event is a crisis. It describes balancing factors that determine the outcome of a crisis and outlines the phases of a crisis. The document concludes by describing the assessment, diagnosis, planning, implementation and evaluation steps involved in crisis intervention.
This document discusses the need for a new approach to supervision for therapists working with trauma survivors. It notes the paradox that relationship is key to healing trauma, but supervision often focuses on productivity over relationships. It proposes adapting the Sanctuary Model, which redefines therapists, supervisors, and supervision to provide better support for trauma therapists. The model aims to address the "gaping hole" left by evidence-based practices that fail to consider meaning, purpose and social context in healing complex trauma.
This document provides an overview of the history and development of crisis intervention. It discusses key events and movements that shaped the field, including the establishment of the first crisis hotline in 1906. It also outlines several theories of crisis intervention, models for responding to crises, and important characteristics of effective crisis workers. The document indicates crisis intervention has evolved from grassroots movements to a specialized area within mental health and discusses factors that influenced this transition.
This document discusses crisis and crisis intervention. It defines a crisis as an event or situation that exceeds one's coping abilities. The objectives are to understand crisis and intervention, comprehend crisis elements, understand crisis intervention purposes, and know intervention types. Crisis intervention aims to rapidly resolve the immediate crisis, prevent deterioration, and promote growth. The ABC model is described as a directive, nondirective, or collaborative approach depending on the situation. Questioning, summarizing, paraphrasing, and reflecting feelings are important skills in crisis intervention. The intervention process involves identifying the problem, nature of the crisis, perceptions, functioning, and pre-crisis level. Conditions like suicide and substance abuse should be assessed. Educational and reframing statements can help
A crisis is a temporary state of upset and disorganization where an individual's usual problem solving abilities are impaired. It involves a precipitating event, the individual's perception of that event, and diminished functioning. Crisis intervention aims to reduce suffering, triage problems, and capitalize on strengths to facilitate coping. It is a brief therapeutic approach that assesses the stressor, individual, meaning of the event, and reactions of others to help create a treatment plan, provide resources, and refer to long-term therapy if needed. The goal is to return the client's functioning to pre-crisis levels through affective, cognitive, and environmental interventions.
This document discusses crisis, types of crisis, crisis intervention, principles of crisis intervention, techniques of crisis intervention, and references. A crisis is any unstable or dangerous situation affecting an individual, group, community, or society. Crisis intervention aims to overcome and control crises using brief, simple, practical, creative, and innovative approaches. The goal is to immediately intervene after a crisis, stabilize those affected, facilitate understanding, encourage problem solving and self-reliance to restore functioning.
This document provides an overview of crisis management. It defines a crisis as a major, unpredictable event that threatens an organization. It outlines the characteristics, types, and phases of a crisis. It also discusses crisis as both an opportunity and a danger. The document explains the importance of crisis management and the roles and functions of a crisis management department and team. It provides details on crisis management processes, including planning, implementation, training, and maintenance. It also discusses the nurse's role in crisis intervention and assessment.
This document defines crisis and crisis intervention. It describes the four phases of a crisis as perceived threat, ineffective coping, redefinition of crisis, and severe anxiety. Signs of crisis include depression, anger, withdrawal, and impaired judgment. Crisis intervention aims to help individuals understand and cope with intense feelings. Nurses assess the crisis, explore solutions, and help patients develop adaptive coping strategies to resolve the crisis.
The document discusses crisis intervention and its key aspects. It defines crisis and crisis intervention, lists their goals and principles. It describes the types and signs of crisis, and explains the assessment, intervention techniques and resolution phases of crisis intervention. These include establishing rapport, exploring coping mechanisms, clarifying feelings, and ensuring follow-up care. The document also outlines the modalities of crisis intervention, which can involve mobile crisis teams, telephone support, and disaster response.
This document outlines the agenda for a workshop on trauma intervention for people with disabilities. It discusses intermediate and long-term issues following abuse discovery, including trauma assessment, therapeutic treatment, and prosecution efforts. It then covers therapeutic intervention principles and strategies like education, social support, and clinical techniques. Specific challenges are described, such as disastrous responses to past abuse reports, coping mechanisms, and how abuse impacts development. The document provides guidance on functional versus dysfunctional family approaches to treatment.
The document discusses crisis intervention in psychiatric mental health nursing. It defines a crisis as a sudden stressful event that disrupts normal coping abilities. A crisis can lead to growth or deterioration depending on perception of the event, situational supports, and coping skills. There are several types of crises that nurses may encounter. Crisis intervention involves assessing the crisis, planning a response, implementing reality-oriented intervention, and evaluating resolution with anticipatory planning for future stressors. The goal is to resolve the immediate crisis and restore functioning.
The document discusses crisis intervention, including:
1. Defining crisis and the three types: developmental, situational, and adventitious.
2. The goals, aims, and purpose of crisis intervention which are to decrease stress, assist in organizing support, and help return to pre-crisis functioning.
3. Key elements of crisis intervention management including creating trust, active listening, asking open-ended questions, and involving family/social supports.
4. The four phases of crisis intervention: immediate response, assessment, intervention planning, and resolution/future planning.
Published in ―Theory and Practice of Clinical Social Work (2.docxamrit47
Published in ―Theory and Practice of Clinical Social Work (2
nd
Edition), J. Brandell,
Ed., Columbia University Press, 2010.
2200
CLINICAL CASE MANAGEMENT
Joel Kanter
Over the past 30 years, case management has become a ubiquitous intervention
approach throughout the mental health and health care fields. Often poorly defined, case
management, perhaps a linguistic repackaging of ―social work‖ or ―social casework,‖
encompasses a wide range of environmental interventions with persons in need,
including persons suffering from severe mental illness, substance abuse, and chronic
medical conditions such as HIV, tuberculosis, and diabetes. In health care, the term case
management can refer to cost-conscious telephone interventions to monitor medical
services or to discharge planning from an inpatient facility. In mental health, case
management may refer to helping a client obtain disability benefits or apply for housing
assistance. Or it may refer to a friendly paraprofessional visitor who assists with
homemaking and transportation.
Addressing these disparate needs, an array of case management models have
been identified and articulated: brokerage, rehabilitation, strengths based, and clinical.
Other adjectives have been frequently used to characterize less specific case
management interventions: ―intensive,‖ ―assertive,‖ and ―standard.‖ Understanding the
case management literature often requires readers to carefully examine details of the
actual interventions and human resource issues to determine what the term case
management means in each situation.
Were the interventions short-term or long-term?
Were the relationships between case managers and clients personal or
administrative?
Was ―case management‖ the main activity of the worker or one of an array
of interventions?
What were the duration and frequency of case management contacts?
Were the scope of case management interventions focused on clients
holistically or were they narrowly focused on a single illness or life domain?
How large were case managers‘ caseloads?
Did case managers address the interplay between psychological and
environmental concerns?
What was the professional training and experience of the case managers?
In this chapter, the focus will be on a specific case management model—clinical
case management—that addresses the above questions with more clarity than other
approaches. In a clinical case management approach, relationships with clients are
valued, interventions are holistically focused, and case managers recognize the interplay
between psychological and environmental domains. Clinical case management can be
defined as a modality of social work practice that, acknowledging the importance of
biological and psychological factors, addresses the overall function and maintenance of
the person‘s physical and social environment toward the goals of facilitating physical
surv ...
A briefing for Public Health teams on a public mental health approach resilience, trauma and coping beyond the pandemic, and addressing the needs of communities and workplaces
The document provides details about the author's professional work experience and education. It lists degrees earned including a Bachelor of Arts in English from the University of Florida in 2010 and a certificate in victim witness services from the Florida Crime Prevention Training Institute the same year. It also describes professional work experience providing advocacy support and referral services for victims and witnesses of crimes in Florida. The document indicates the author has knowledge of US healthcare laws and the legal rights of clients.
The document provides information on crisis intervention models and strategies. It discusses:
1) The seven stage crisis intervention model which includes assessing the crisis, establishing rapport, identifying problems, dealing with feelings, generating alternatives, developing an action plan, and establishing follow up.
2) Critical incident stress debriefing, a strategy used with first responders to traumatic events to discuss the event, promote cohesion, and educate on stress reactions and coping.
3) The ACT model, a three stage conceptual framework that includes assessment, connecting to support, and addressing traumatic stress reactions through a seven stage model, critical incident stress management, and a 10 step acute stress management protocol.
This document discusses crisis, crisis intervention, and the phases of crisis development. A crisis is a stressful event that disrupts homeostasis and usual coping mechanisms cannot resolve. Crises follow phases from exposure to a stressor to mounting tension if unresolved. Crisis intervention aims to resolve the immediate crisis and restore functioning. It involves assessment, planning interventions, implementing techniques like catharsis and clarification, and evaluating crisis resolution. Nurses play a key role in crisis intervention through various modalities like mobile crisis teams, telephone contacts, groups, disaster response, and education.
The document describes relief efforts carried out on July 28th and 31st in the Kamalpura area. On the 28th, 100 people were rescued and over 1000 food packets, water pouches, and medicines were distributed. On the 31st, 55 ration bags and 1000 water bottles were distributed across nearby villages. The document also provides information on disaster management, including definitions, key phases, stress management techniques, and the impact on mental health.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce distress, solve problems, and improve coping to resolve the crisis and prevent long term issues. This involves assessment, planning intervention, implementing techniques, and evaluating resolution.
A crisis intervention is an immediate and short-term emergency response to mental, emotional, physical, and behavioral distress. Crisis interventions help to restore an individual's equilibrium to their biopsychosocial functioning and minimize the potential for long-term trauma or distress
This document discusses crisis, its causes, phases, and resolution. It defines crisis as a state of disequilibrium caused by an event overwhelming an individual's coping abilities. Crises can be situational, developmental, trauma-related, or due to psychopathology. The phases of a crisis include increased anxiety, overwhelmed coping mechanisms, increased pressure, and potential psychotic symptoms if unresolved. Nurses play a key role in crisis resolution through assessment, diagnosis, planning, implementation, and evaluation to help clients return to pre-crisis functioning.
This document defines crisis and crisis intervention. It begins by defining a crisis as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium. It then outlines three types of crises: developmental, situational, and adventitious. Next, it provides an overview of crisis intervention, noting that a crisis is time-limited, occurs for everyone, and one's perception determines if an event is a crisis. It describes balancing factors that determine the outcome of a crisis and outlines the phases of a crisis. The document concludes by describing the assessment, diagnosis, planning, implementation and evaluation steps involved in crisis intervention.
This document discusses the need for a new approach to supervision for therapists working with trauma survivors. It notes the paradox that relationship is key to healing trauma, but supervision often focuses on productivity over relationships. It proposes adapting the Sanctuary Model, which redefines therapists, supervisors, and supervision to provide better support for trauma therapists. The model aims to address the "gaping hole" left by evidence-based practices that fail to consider meaning, purpose and social context in healing complex trauma.
This document provides an overview of the history and development of crisis intervention. It discusses key events and movements that shaped the field, including the establishment of the first crisis hotline in 1906. It also outlines several theories of crisis intervention, models for responding to crises, and important characteristics of effective crisis workers. The document indicates crisis intervention has evolved from grassroots movements to a specialized area within mental health and discusses factors that influenced this transition.
This document discusses crisis and crisis intervention. It defines a crisis as an event or situation that exceeds one's coping abilities. The objectives are to understand crisis and intervention, comprehend crisis elements, understand crisis intervention purposes, and know intervention types. Crisis intervention aims to rapidly resolve the immediate crisis, prevent deterioration, and promote growth. The ABC model is described as a directive, nondirective, or collaborative approach depending on the situation. Questioning, summarizing, paraphrasing, and reflecting feelings are important skills in crisis intervention. The intervention process involves identifying the problem, nature of the crisis, perceptions, functioning, and pre-crisis level. Conditions like suicide and substance abuse should be assessed. Educational and reframing statements can help
A crisis is a temporary state of upset and disorganization where an individual's usual problem solving abilities are impaired. It involves a precipitating event, the individual's perception of that event, and diminished functioning. Crisis intervention aims to reduce suffering, triage problems, and capitalize on strengths to facilitate coping. It is a brief therapeutic approach that assesses the stressor, individual, meaning of the event, and reactions of others to help create a treatment plan, provide resources, and refer to long-term therapy if needed. The goal is to return the client's functioning to pre-crisis levels through affective, cognitive, and environmental interventions.
This document discusses crisis, types of crisis, crisis intervention, principles of crisis intervention, techniques of crisis intervention, and references. A crisis is any unstable or dangerous situation affecting an individual, group, community, or society. Crisis intervention aims to overcome and control crises using brief, simple, practical, creative, and innovative approaches. The goal is to immediately intervene after a crisis, stabilize those affected, facilitate understanding, encourage problem solving and self-reliance to restore functioning.
This document provides an overview of crisis management. It defines a crisis as a major, unpredictable event that threatens an organization. It outlines the characteristics, types, and phases of a crisis. It also discusses crisis as both an opportunity and a danger. The document explains the importance of crisis management and the roles and functions of a crisis management department and team. It provides details on crisis management processes, including planning, implementation, training, and maintenance. It also discusses the nurse's role in crisis intervention and assessment.
This document defines crisis and crisis intervention. It describes the four phases of a crisis as perceived threat, ineffective coping, redefinition of crisis, and severe anxiety. Signs of crisis include depression, anger, withdrawal, and impaired judgment. Crisis intervention aims to help individuals understand and cope with intense feelings. Nurses assess the crisis, explore solutions, and help patients develop adaptive coping strategies to resolve the crisis.
The document discusses crisis intervention and its key aspects. It defines crisis and crisis intervention, lists their goals and principles. It describes the types and signs of crisis, and explains the assessment, intervention techniques and resolution phases of crisis intervention. These include establishing rapport, exploring coping mechanisms, clarifying feelings, and ensuring follow-up care. The document also outlines the modalities of crisis intervention, which can involve mobile crisis teams, telephone support, and disaster response.
This document outlines the agenda for a workshop on trauma intervention for people with disabilities. It discusses intermediate and long-term issues following abuse discovery, including trauma assessment, therapeutic treatment, and prosecution efforts. It then covers therapeutic intervention principles and strategies like education, social support, and clinical techniques. Specific challenges are described, such as disastrous responses to past abuse reports, coping mechanisms, and how abuse impacts development. The document provides guidance on functional versus dysfunctional family approaches to treatment.
The document discusses crisis intervention in psychiatric mental health nursing. It defines a crisis as a sudden stressful event that disrupts normal coping abilities. A crisis can lead to growth or deterioration depending on perception of the event, situational supports, and coping skills. There are several types of crises that nurses may encounter. Crisis intervention involves assessing the crisis, planning a response, implementing reality-oriented intervention, and evaluating resolution with anticipatory planning for future stressors. The goal is to resolve the immediate crisis and restore functioning.
The document discusses crisis intervention, including:
1. Defining crisis and the three types: developmental, situational, and adventitious.
2. The goals, aims, and purpose of crisis intervention which are to decrease stress, assist in organizing support, and help return to pre-crisis functioning.
3. Key elements of crisis intervention management including creating trust, active listening, asking open-ended questions, and involving family/social supports.
4. The four phases of crisis intervention: immediate response, assessment, intervention planning, and resolution/future planning.
Published in ―Theory and Practice of Clinical Social Work (2.docxamrit47
Published in ―Theory and Practice of Clinical Social Work (2
nd
Edition), J. Brandell,
Ed., Columbia University Press, 2010.
2200
CLINICAL CASE MANAGEMENT
Joel Kanter
Over the past 30 years, case management has become a ubiquitous intervention
approach throughout the mental health and health care fields. Often poorly defined, case
management, perhaps a linguistic repackaging of ―social work‖ or ―social casework,‖
encompasses a wide range of environmental interventions with persons in need,
including persons suffering from severe mental illness, substance abuse, and chronic
medical conditions such as HIV, tuberculosis, and diabetes. In health care, the term case
management can refer to cost-conscious telephone interventions to monitor medical
services or to discharge planning from an inpatient facility. In mental health, case
management may refer to helping a client obtain disability benefits or apply for housing
assistance. Or it may refer to a friendly paraprofessional visitor who assists with
homemaking and transportation.
Addressing these disparate needs, an array of case management models have
been identified and articulated: brokerage, rehabilitation, strengths based, and clinical.
Other adjectives have been frequently used to characterize less specific case
management interventions: ―intensive,‖ ―assertive,‖ and ―standard.‖ Understanding the
case management literature often requires readers to carefully examine details of the
actual interventions and human resource issues to determine what the term case
management means in each situation.
Were the interventions short-term or long-term?
Were the relationships between case managers and clients personal or
administrative?
Was ―case management‖ the main activity of the worker or one of an array
of interventions?
What were the duration and frequency of case management contacts?
Were the scope of case management interventions focused on clients
holistically or were they narrowly focused on a single illness or life domain?
How large were case managers‘ caseloads?
Did case managers address the interplay between psychological and
environmental concerns?
What was the professional training and experience of the case managers?
In this chapter, the focus will be on a specific case management model—clinical
case management—that addresses the above questions with more clarity than other
approaches. In a clinical case management approach, relationships with clients are
valued, interventions are holistically focused, and case managers recognize the interplay
between psychological and environmental domains. Clinical case management can be
defined as a modality of social work practice that, acknowledging the importance of
biological and psychological factors, addresses the overall function and maintenance of
the person‘s physical and social environment toward the goals of facilitating physical
surv ...
A briefing for Public Health teams on a public mental health approach resilience, trauma and coping beyond the pandemic, and addressing the needs of communities and workplaces
The document provides details about the author's professional work experience and education. It lists degrees earned including a Bachelor of Arts in English from the University of Florida in 2010 and a certificate in victim witness services from the Florida Crime Prevention Training Institute the same year. It also describes professional work experience providing advocacy support and referral services for victims and witnesses of crimes in Florida. The document indicates the author has knowledge of US healthcare laws and the legal rights of clients.
Mental Health _ Monthly Developments MagazineAlicia Tamstorf
The passage discusses changes in approaches to humanitarian aid worker mental health. It notes a shift from crisis response models to preventative care and an increased focus on staff well-being. Factors like unpredictable work environments, threats of violence, organizational changes and loss of team structures impact mental health. Recent research highlights the importance of resilience-building and understanding brain health. Going forward, opportunities include increased training, practical resilience strategies, and improved global mental health standards and access to care.
Assessment 7 Course Textbook Edberg, M. (2015). Essentials .docxdavezstarr61655
Assessment 7
Course Textbook: Edberg, M. (2015). Essentials of health behavior: Social and behavioral theory in public health (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
Q.1 MUST BE ANSWERED ON SATURDAY, Mar. 10 NLT 10 PM EST (200 words A MUST for each question. Please provide reference for each question for each question. Keep them numbered.)
1. This unit provided the 10-step approach of putting a communication campaign together. Step 6 involves selecting the appropriate communication channels. Why would selecting the right channel or channels be so important? What would be some of the examples of those channels if you were trying to put a communication campaign together that was designed to increase awareness for young people about the need for physical exercise and better eating habits to address the problem of obesity?
2. What are some of the key components in the overall ecology of global health? Are these different from the ecological context for domestic health? If so, how? Please explain and provide supporting examples.
3. Does mobile technology and social media change the way communications theory can be applied? Or do these developments change the theory itself?
4. Imagine you are in charge of putting an anti-smoking communication campaign together (geared towards young adults) in your local community. Correctly identifying your target audience would be an important step. Who would be your target audience or audiences in this example? Are there any groups or sub-groups? Also, would you need to segment your audience in any way? Please address each of these questions and explain the overall importance of correctly identifying your target audience as part of your intended communication campaign.
Q.1 MUST BE ANSWERED ON SATURDAY, Mar. 10 NLT 10 PM EST (A PARAGRAPH ONLY)
Q. 1 Why is it important to specifically identify those individuals who are the most vulnerable in terms of getting a certain disease or diseases?
· Why do general or mainstream approaches typically not work on those high-risk populations or groups?
ARTICLE REVIEW (READ INSTRUCTIONS CAREFULLY AND PAY ATTENTION TO THE ITEM HIGHLIGHTED IN RED)
· MUST BE ANSWERED BY MONDAY, MAR. 12 NLT 10 PM EST
For this assignment, choose a peer-reviewed article to review. Use source that contains peer-reviewed articles, and find an article about a concept tied to the unit outcomes in this unit.
Write a three- to five-page review (not counting the cover page and references page) of the article that includes the following information:
Briefly introduce and summarize the article.
Identify the author’s main points.
Who is the author’s intended audience?
How does the article apply to this course? Does it support the information in your textbook?
How could the author expand on the main points?
The article must be no more than three years old. Use APA style when writing your review.
UNIT VII STUD.
Call for a standard framework for clinical risk management program to ensure ...Ruby Med Plus
Globally, the patient safety movement got focused in risk management by the publication of “To Err Is Human: Building a Safer Health System”, in 1999, which articulated the findings of a study of Institute of Medicine (IOM) of the devastating consequences of widespread medical error in the hospitals in USA. In addition to the unfortunate health consequences of medical error, there are direct and indirect costs borne by society as a whole. Patient Safety is the fundamental of the health care system. If care is not provided in a safe manner in a safe environment, the chances for a good outcome are lessened significantly.
As, Institute of Medicine (IOM) noted, “Patients should not be harmed by the care that is intended to help them, nor should harm come to those who work in health care.” The goal of risk management in health care must be to prevent harm from reaching patients and those involved in providing care to those patients and the place where the care is being provided . The aim of Clinical Risk Management is to improve both the safety and quality of care for patients and to reduce the costs of such risks for health care providers ” Hence, the Clinical Risk Management program needs a standard framework to fulfill this objective of Clinical Risk Management in clinical Dentistry. It gives the realization to the Dentist / Dental Team that fallibility is part of the human condition and human condition can’t be changed, but the conditions under which people work can be changed. That explains the need of Clinical Risk Management in Dentistry.
Creating adaptable communities summary from Empowering Adaptable Communities ...Innovations2Solutions
Sodexo was honored to be a featured presenter at the 2nd Annual Atlantic Center for Population Health Sciences Empowering Adaptable Communities Summit. The Summit was held on October 21 and 22, 2015, in Morristown, New Jersey, at the College of Saint Elizabeth. The event was devoted to providing new insights, information, inspiration, and personal connections in our united efforts to empower communities to be more adaptable.
Discussion - Week 5COLLAPSEThe Role of Collaboration in Crishuttenangela
Discussion - Week 5
COLLAPSE
The Role of Collaboration in Crisis Intervention
Crises—individual, couple, family, and systemic—are complex and multifaceted. They typically affect people across many different areas of life, as the consequences of any given crisis may include physical, medical, emotional, financial, and/or legal aspects. Thus, effective intervention rarely can be carried out by a single human services professional. Instead, human services professionals must initiate collaborative relationships with professionals from any number of fields. Doctors, nurses, police officers, and lawyers are just a few examples of the types of individuals who might collaborate during a crisis intervention. Moreover, a human services professional likely will coordinate care for his or her client with other human services professionals who specialize in particular types of treatment. For example, a human services professional who works at an emergency shelter following a natural disaster may be the first point of contact for a victim who has lost his or her home. After assessing the client, the human services professional might determine that the client would benefit from therapy with a licensed counselor who has experience in working with natural disaster survivors, and thus refer the client to a colleague with this area of expertise. In addition, the human services professional might contact a representative from a state or federal agency to help the client secure long-term shelter. The human services professional, similarly, might consult a social worker to discuss financial assistance options for the client and his or her family or a doctor or nurse if there are any persistent medical problems. Thus, collaborative crisis intervention is a team effort, involving the participation and cooperation of professionals across multiple fields—all with the common goal of helping a client effectively cope with a crisis in his or her life.
In many cases, the first point of contact for a survivor of a crisis is not a human services professional, but a medical professional or a police officer. A woman who has been sexually assaulted likely will see doctors and nurses before being counseled by a rape crisis worker. A woman who is being abused by her husband may call the police. As a result, it is important for professionals in other fields to have training in treating or interacting with victims of crisis, as well as know to call in counselors, social workers, rape crisis workers, or other human services professionals as needed. In many places, this need is recognized and happens through the formation of specially trained teams of law enforcement officers called Crisis Intervention Teams (CITs). These teams comprise police officers who are adept at handling calls involving mental illness, domestic violence, or other crisis situations. In addition, many hospitals employ Sexual Assault Nurse Examiners (SANEs), also called forensic nurses, who are trained to t ...
1) Effective communication between health professionals and patients is critical for patient safety. It allows clinicians to properly assess patient needs and risks, and involves patients as partners in their own care.
2) Barriers to communication, such as lack of health literacy or hierarchical traditions, can negatively impact patient safety by hindering understanding and efficient teamwork.
3) Strategies like using simple educational materials and confirming patient comprehension can help address these barriers and promote patient empowerment, safety, and better health outcomes through open dialogue and a partnership approach.
Injuries are a major global public health issue and a leading cause of death and disability worldwide. Common causes of injury vary but include motor vehicle accidents, falls, burns, and violence. Injury disproportionately affects certain groups like young males. Both high-income and low-to-middle income countries face a significant injury burden. Injury prevention requires understanding the problem through surveillance data and applying a public health approach of primary, secondary, and tertiary prevention strategies.
The document discusses the need for counselors to have better guidance on assessing client risk. While the ACA Code of Ethics mentions the duty to warn and protect others from harm, it does not provide a proactive strategy for risk assessment. The document suggests including a brief threat assessment as part of the initial intake process. It also argues that assessing a client's potential for dangerousness should be part of determining their ability and circumstances in treatment planning. Having a standardized process could help counselors meet their duty to protect while also maintaining confidentiality and the client's trust.
This document discusses the stages of change model as it relates to harm reduction and client engagement. It describes the five stages of change as: 1) pre-contemplation, where clients have no desire to change; 2) contemplation, where clients start thinking about changing behaviors; 3) preparation, where clients decide to make a specific change; 4) action, where clients implement their change plan; and 5) maintenance, where clients work to reinforce changes when under stress. The overall goal of this model in a harm reduction context is to help clients improve their lives and health as they define it.
1. The document discusses strategies to improve adherence to treatment in chronic diseases. It emphasizes that motivation, cohesion between patients and healthcare providers, commitment, and empowerment are important factors.
2. Motivation involves gaining awareness about the disease and willingness to seek treatment. Cohesion refers to effective communication and understanding between patients and providers. Commitment encompasses fidelity to treatment, participation in care, and taking responsibility.
3. Empowerment involves developing competence in self-care, feeling capable of managing the disease, and having flexibility and social support to adapt to lifestyle changes needed for treatment.
The document discusses vulnerability profiling and outlines challenges in defining vulnerability based on fixed demographic characteristics. It then describes the "Umbrella Model" for measuring household livelihood vulnerability, which assesses vulnerability according to 10 factors such as indebtedness, income, assets, health, and social support. The model aims to better understand differences in vulnerability between households in order to design effective interventions.
Generalist Practice A Presentation on Steps of The Problem-SolvMatthewTennant613
Generalist Practice: A Presentation on Steps of The Problem-Solving Process
Name:
Date: May 5th, 2021
Pamela Easter !!!
1
Problem Identification or Engagement
Identify the type of problem – drug addiction and its effects on Family members.(Janice Walker is at the center of problem)
Identify how the problem has affected the rest of the community- substance abuse effects cost in the community in measurable ways including loss of productivity and unemployability; impairment in physical and mental health; reduced quality of life; increase violence; and Crime; abuse and neglect of children.
The community's general perception of the problem- the economic consequences of drug abuse severely burden federal , State, and local government resources, and the taxpayer.
The root cause of the problem- most often the cause of addiction is chronic stress, a history of trauma (PTSD), mental illness, lastly family history with addiction
Problem Identification/Engagement. The first step is to identify the type of problem the researcher is dealing with. Identify how the problem has affected the rest of the community and the community's general perception of the problem. The next step is to evaluate how the problem has affected the community or a client. Lastly, identify the root cause of the problem; where did the problem come from, or how did the victim get the problem they are facing.
2
Data Collection
Three major ways of collecting data from Clients are Interviews, Observation, and surveys
Interviews:
Engaging with the client one-on-one. Listening to client’s perspective of the problem
This method has ability to untangle the individual's problem, emotions, background, and the general social context, The Advocate can get the client's perception of the treatment
Observation:
It obtains data from clients by assessing the reaction to their respective environments
The researcher can identify factors contributing to the Client's condition
Data collection. There are many ways to collect data from a client. Three major ways of collecting data from a client are Interviews, Observation, and First Extraction.
Interviews: The researcher can speak with the patient on a one-on-one basis. A researcher or a nurse can use this method because of its ability to untangle the individual's problem, emotions, background, and the general social context, which in this paper largely revolves around the family relationship (Cohen et al., 2017). This data collection method paves the way for a nurse to get the patient's perception of the treatment and some of the elements that motivated them to embrace treatment.
Observation: it is used to obtain data from clients by assessing the reaction to their respective environments. Observation methods allow the researcher to identify social dimensions and family background factors contributing to the patient's condition.
3
Data Collection cont’d
Surveys : Can discover the problem
Clients Family History background details o ...
B Eng M Eng Rehabilitation Module 2010BevWilliams1
The document defines rehabilitation as a process that bridges the gap between medical treatment and living daily life. It aims to restore people's ability to participate in society despite disability. Rehabilitation is patient-oriented and focuses on ability rather than disease. It requires cooperation between medical and social services to address both impairment and environmental barriers.
The nursing process provides a framework for assessing, diagnosing, planning, implementing, and evaluating care for patients. A nurse uses this process to care for Jean Rogers, a 69-year-old woman with progressive dementia and incontinence issues. The nurse assesses Jean's needs and develops a care plan focusing on incontinence management using the Roper-Logan-Tierney model. Interventions such as toileting routines, absorbent products, and caregiver education aim to promote Jean's dignity and independence while supporting her husband in the caregiving role. Ongoing evaluation will monitor the effectiveness of the care plan.
This is a presentation that I give to medical professionals educating them on the role and potential use of social work in the hospital setting. I presented this on May 22, 2009 to the Trauma Education & Research Committee.
Similar to Recovery-Oriented Risk Assessment and Shared Decision Making. Mapping the Process of Recoveryin Mental Health Care_Crimson Publishers (20)
Hope this season is filled with Lots of happiness and joy, wealth and prosperity. May your home be filled with love on this wonderful occasion of Thanksgiving!
Is it Possible to Think the Research in Childhood from Psychoanalysis?_Crimso...CrimsonpublishersPPrs
Is it Possible to Think the Research in Childhood from Psychoanalysis? by Silvina Cohen Imach in Psychology and Psychotherapy: Research Study: Crimson Publishers_Journal of Psychology and Psychotherapy
Perceived Stress among Medical Students: Prevalence, Source and Severity_Crim...CrimsonpublishersPPrs
Perceived Stress among Medical Students: Prevalence, Source and Severity by Samina Rafiquea in Psychology and Psychotherapy: Research Study: Journal of Psychology
The First Appearance of Persistent Dementia and Psychosis after a Generalized...CrimsonpublishersPPrs
The First Appearance of Persistent Dementia and
Psychosis after a Generalized Sepsis by C Lazzari in Psychology and Psychotherapy: Research Study_Crimson Publishers
Effectiveness of Teacher Plus Psychosocial Model on Socio-Emotional Well-bein...CrimsonpublishersPPrs
Effectiveness of Teacher Plus Psychosocial Model
on Socio-Emotional Well-being of Secondary
School Students: A Randomize Control Trail by SakilaYesmin in Psychology and Psychotherapy: Research Study_Crimson Publishers
The Effect of Psychological Conditions on Sexuality: A Review_Crimson PublishersCrimsonpublishersPPrs
Depression and anxiety are frequently associated with sexual dysfunction in both men and women. Epidemiological studies have found that 12-month prevalence of at least one sexual dysfunction is between 30-70% in sexually active adults in high-income countries. Most research has shown that depression is correlated with reduced libido and sexual interest, though a minority of depressed individuals report increased interest. Schizophrenia has also been shown to impact sexuality, with schizophrenic individuals reporting sexual hallucinations and being at high risk for unsafe sex and sexually transmitted diseases. Counseling can help address underlying causes of sexual dysfunctions not related to medical issues.
Rape day’-A virtual Reality Video Game Causes Outrage_Crimson PublishersCrimsonpublishersPPrs
This document summarizes a research article about the controversial video game "Rape Day" that allowed players to rape and murder as many women as possible. The summary discusses how the game caused international outrage and was banned from several gaming platforms. It also reviews literature showing that playing violent video games with sexual content can negatively impact players by increasing sexist attitudes, desensitization, rape myth acceptance, and even sexually violent behaviors. The conclusion is that rape should not be depicted or incentivized in video games given the seriousness of sexual violence as a social issue.
Is Magic a Serious Research Topic? Reflexions On Some French Students’ Remark...CrimsonpublishersPPrs
This document discusses a French psychology professor's observations of students' lack of interest in studying magic as a research topic in psychology. The professor notes that when he proposes research projects related to magic, students prefer other topics. He hypothesizes several reasons for this, including that students see magic more as entertainment than serious research, associate psychology only with clinical fields, and perceive magic as having low social value and utility compared to other research topics. The professor aims to increase interest in studying magic's social and psychological aspects and its relationship to other established topics in psychology.
Dialectic Approach in the Psychology by Jose RP in Psychology and Psychothera...CrimsonpublishersPPrs
Dialectic Approach in the Psychology by Jose RP in Psychology and Psychotherapy Research Study: Crimson Publishers_Journal of Psychology and Psychotherapy
Minding a Healthy Body: Clarifying Media Roles as Primers in the Rating of Bo...CrimsonpublishersPPrs
Minding a Healthy Body: Clarifying Media Roles as Primers in the Rating of Body Satisfaction in a Variety of Social Categories by Sebastian G in Psychology and Psychotherapy Research Study: Crimson Publishers_Journal of Psychology and Psychotherapy
Two Examples of Simulations being used to Change Attitudes Towards Parenting_...CrimsonpublishersPPrs
The document discusses two types of parenting simulations and their effectiveness in changing attitudes towards parenting.
The first is an interactive infant doll simulation called Baby Think It Over that requires hands-on care of a crying doll infant. Studies show this simulation increases understanding of infant care responsibilities and challenges of parenting for adolescents and young adults. However, it has limited impact on changing sexual behaviors.
The second simulation is a web-based program called My Virtual Child that allows users to raise a virtual child from birth to age 19. This provides a more dynamic experience of parenting over a child's development. Both types of simulations have potential for education and modifying views of parenting when used as supplements to parenting curricula.
A Psychological Accounting of a Modern Luddite: Ted Kaczynski AKA the Unabomb...CrimsonpublishersPPrs
A Psychological Accounting of a Modern Luddite: Ted Kaczynski AKA the Unabomber by Anoop Gupta in Psychology and Psychotherapy Research Study: Crimson Publishers_Journal of Psychology and Psychotherapy
A Pilot Study on Functional Analytic Psychotherapy Group Treatment for Border...CrimsonpublishersPPrs
This study piloted an 8-session Functional Analytic Psychotherapy group treatment for borderline personality disorder and compared its effects to an interpersonal skills training group. 49 clients diagnosed with BPD were randomly assigned to one of the two groups. Measures on intimacy, BPD symptom severity, and emotion regulation were taken before and after treatment, and at 6-month follow up. The FAP group showed statistically significant and large improvements over the interpersonal skills group on all measures, particularly intimacy. Regression analysis also found a reduction in the relationship between intimacy and BPD severity following FAP treatment. The results suggest FAP may be a useful adjunct treatment for improving social connection difficulties in BPD.
How are Love, Loneliness, and Health Related?_Crimson PublishersCrimsonpublishersPPrs
Love and loneliness are not thought of as relating to each other, but under some circumstances, they do. This article reviews the concepts of intimacy and love. It explores what each of these concepts are, and the positive effects that love has on us psychologically, emotionally and physically. We describe what happens when love wanes, the impact it has on our romantic union, what are the causes for its disappearance and how loneliness may, thus, become an integral part of the relationship.
Parenting Styles, Academic Achievement and the Influence of Culture | Crimson...CrimsonpublishersPPrs
There is robust evidence on the influence of parenting styles on children and adolescents academic achievement. Based on Baumrind’s model of parenting styles, the majority of studies conclude that the authoritative parenting style is the most efficient to enhance academic achievement, in contrast to authoritarian and permissive parenting styles that are most commonly associated with academic achievement in a negative direction. However, there is an important line of research that indicates that culture plays a crucial role in the relation between parenting and academic success and that Baumrind´s model may not always fit the parenting styles observed in non-western societies.
In our globalised world, the contribution of social sciences is crucial, particularly with regard to the challenges of our time. Migrations, transnational undertakings, international issues health and environment related are major concerns that require shared perspectives. We can no longer afford former and standardized responses. Our generation smartly need a deeper understanding of diverse realities. The construction and the dissemination of cross-cultural knowledge’s are essential in order to break through received ideas and misconceptions. Majority and minority world traditions in the psychological sciences. Science is a tool into the hands of the ruling classes who ask questions, determine objects of study and choose attractive notions [1].
In that respect, the mainstream psychology inherited a double cultural halo effect, at the expense of “minorities” (or the dominated groups, who actually represent the majority) [2]. First, from an intercultural point of view, the global preponderance of western culture tend to present western school of thinking as “natural” and universal [3-5]. This ethnocentric vision is consistent with colonialist history of the 19-20th century. Thus, most of scientific theories –not only in psychology, but in social and human sciences at large– assume an individualistic point of view where individual factors explain behaviour [6]. Yet, in most cultures, the sense of self is mostly nested in the relationship with the social and the metaphysical environment [7-10].
Secondly, from an intracultural point of view, studies are mainly conducted with sampled from WEIRD (white, educated, industrialized, rich, developed) countries, typically with young, educated and white individuals, from which results are generalized to the global population [11]. Historically, this western approach occurred when psychology claimed the status of exact science, developing a positivist vision relying on validated concepts and instruments. Wilhelm Wundt (1832-1920), the founder of the first pioneering psychological laboratory in Leipzig in 1879, laid the first stone of a “genuinely empirical” psychology, physiology-related but purposely completely disconnected from the social reality [12,13]. Marking a shift from general to applied psychology, but still relying on the same empirical standpoint, William Stern (1871-1938) introduced the notion of intelligence quotient and coined the term “psycho-technical” to refer to “a technical science, related to causal psychology as engineering is related to physics” (Miinsterberg 1914, cited in [14]). His work did not explore the social structuration but, rather posed the “national nature” as immutable and definitely established [1]. For instance, the intelligence tests do not consider the environmental impact of formation and learning. The plasticity of human nature, the structuration through environment, the lability of psychological trait was denied [1].
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).