Psychologists can play important roles in the prevention of mental health problems. There are three levels of prevention: primary, secondary, and tertiary. Primary prevention aims to reduce the overall incidence of mental illness through community-wide efforts. Secondary prevention focuses on early detection through screening high-risk groups to provide crisis intervention. Tertiary prevention aims to reduce the severity and recurrence of symptoms for those already diagnosed. Psychologists are well-positioned to contribute to prevention efforts through various roles like reducing psychosocial risk factors, strengthening coping skills, and promoting mental wellness.
This document provides a case study examining the life of Norma Jean Baker (Marilyn Monroe) and the lifelong implications of her childhood victimization. As a child, Norma Jean endured repeated sexual abuse, abandonment, and conditioning by her caretakers that her only value was in her beauty and sexuality. This caused short-term effects like promiscuity and long-term implications including turning to the persona of Marilyn Monroe as a way to hide from her traumatic past. Analyzing Norma Jean's life helps explain the behaviors of Marilyn Monroe and demonstrates how unresolved childhood trauma can impact people throughout their lives.
This document provides an overview of various behavior models used in health promotion, including definitions, history, and applications. It discusses models such as the Health Belief Model, Trans-Theoretical Model, Theory of Reasoned Action/Planned Behavior, Social Cognitive Theory, Locus of Control, and Sense of Coherence. It also provides examples of applications of these models to oral health research, such as using the Health Belief Model to design an oral health education program and examining oral hygiene behaviors using the Trans-Theoretical Model.
Interpersonal psychotherapy for postpartum depression. (Grigoriadis & Ravitz,...Sharon
This article reviews interpersonal psychotherapy (IPT) as an effective treatment for postpartum depression (PPD). IPT focuses on addressing the important interpersonal changes and challenges that women face during the postpartum period. Evidence from studies supports IPT as a treatment for PPD. The principles and guidelines of IPT can be easily integrated into primary care settings to help patients work through interpersonal difficulties arising during the postpartum period. IPT is particularly relevant for PPD as it addresses the stressors women experience at this life transition.
1. Interpersonal Psychotherapy (IPT) is based on attachment theory and posits that psychological distress arises from an interaction between acute interpersonal stressors, biological and psychological vulnerabilities, and social context.
2. IPT targets interpersonal relationships and social support as the primary mechanisms of change, with the goal of improving communication and social networks. While IPT acknowledges biological factors, it does not directly target them.
3. Over time, IPT has become more rigidly defined in research settings, focusing on symptom change for specific diagnoses. This has limited creativity and innovation in the approach based on clinical experience. A new model is needed that better integrates clinical practice and research.
This document describes a study that used interpretative phenomenological analysis to examine the experiences of 3 participants in a Positive Mindfulness Programme (PMP). 5 themes emerged from interviews with the participants: 1) The program challenged participants' sense of identity and led them to question their purpose and who they are at their core. 2) Participants discovered positive emotions and traits within themselves that they had forgotten or not fully accessed previously. 3) The program improved participants' relationships and sense of connection with others. 4) While beneficial, the program also presented emotional and practical challenges in embedding the knowledge and skills learned. 5) Future research could examine these programs' impacts in broader contexts and use grounded theory to develop theoretical explanations.
This document discusses essential clinical principles for prenatal and perinatal psychology practitioners. It summarizes recent research in fields like attachment theory, affective neuroscience, and epigenetics and how they have provided new directions for practice. It outlines six phases of pre- and perinatal therapy with specific principles and practices for each phase. A key point is that the relationship between patient and clinician is the most important factor for effective therapy. The document discusses how attachment strategies form from prenatal development onward and impact brain development, and how clinicians can help patients heal early attachment issues and trauma through an embodied therapeutic relationship.
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.
This document provides a case study examining the life of Norma Jean Baker (Marilyn Monroe) and the lifelong implications of her childhood victimization. As a child, Norma Jean endured repeated sexual abuse, abandonment, and conditioning by her caretakers that her only value was in her beauty and sexuality. This caused short-term effects like promiscuity and long-term implications including turning to the persona of Marilyn Monroe as a way to hide from her traumatic past. Analyzing Norma Jean's life helps explain the behaviors of Marilyn Monroe and demonstrates how unresolved childhood trauma can impact people throughout their lives.
This document provides an overview of various behavior models used in health promotion, including definitions, history, and applications. It discusses models such as the Health Belief Model, Trans-Theoretical Model, Theory of Reasoned Action/Planned Behavior, Social Cognitive Theory, Locus of Control, and Sense of Coherence. It also provides examples of applications of these models to oral health research, such as using the Health Belief Model to design an oral health education program and examining oral hygiene behaviors using the Trans-Theoretical Model.
Interpersonal psychotherapy for postpartum depression. (Grigoriadis & Ravitz,...Sharon
This article reviews interpersonal psychotherapy (IPT) as an effective treatment for postpartum depression (PPD). IPT focuses on addressing the important interpersonal changes and challenges that women face during the postpartum period. Evidence from studies supports IPT as a treatment for PPD. The principles and guidelines of IPT can be easily integrated into primary care settings to help patients work through interpersonal difficulties arising during the postpartum period. IPT is particularly relevant for PPD as it addresses the stressors women experience at this life transition.
1. Interpersonal Psychotherapy (IPT) is based on attachment theory and posits that psychological distress arises from an interaction between acute interpersonal stressors, biological and psychological vulnerabilities, and social context.
2. IPT targets interpersonal relationships and social support as the primary mechanisms of change, with the goal of improving communication and social networks. While IPT acknowledges biological factors, it does not directly target them.
3. Over time, IPT has become more rigidly defined in research settings, focusing on symptom change for specific diagnoses. This has limited creativity and innovation in the approach based on clinical experience. A new model is needed that better integrates clinical practice and research.
This document describes a study that used interpretative phenomenological analysis to examine the experiences of 3 participants in a Positive Mindfulness Programme (PMP). 5 themes emerged from interviews with the participants: 1) The program challenged participants' sense of identity and led them to question their purpose and who they are at their core. 2) Participants discovered positive emotions and traits within themselves that they had forgotten or not fully accessed previously. 3) The program improved participants' relationships and sense of connection with others. 4) While beneficial, the program also presented emotional and practical challenges in embedding the knowledge and skills learned. 5) Future research could examine these programs' impacts in broader contexts and use grounded theory to develop theoretical explanations.
This document discusses essential clinical principles for prenatal and perinatal psychology practitioners. It summarizes recent research in fields like attachment theory, affective neuroscience, and epigenetics and how they have provided new directions for practice. It outlines six phases of pre- and perinatal therapy with specific principles and practices for each phase. A key point is that the relationship between patient and clinician is the most important factor for effective therapy. The document discusses how attachment strategies form from prenatal development onward and impact brain development, and how clinicians can help patients heal early attachment issues and trauma through an embodied therapeutic relationship.
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.
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
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.
Therapeutic Interaction: A Perception of Therapist towards Patients with Anxi...iosrjce
The present research was conducted (a) to describe the socio-demographic information of
psychotherapist providing therapy to patients of anxiety disorder (b) to examine the therapeutic interaction on
various variables of therapeutic participation, resistance and dysphoric concern (related to patient’s
responses), and directive support for the patients (variable related to his/herself). It was hypothesized that
therapist would rate significantly high on therapeutic interaction (therapeutic participation, directive support,
resistance and dysphoric concerns) with anxiety patient. Sample comprised of thirty five psychotherapist
providing therapy to diagnosed anxiety patients in OPD (Outdoor patient department). Psychotherapy Process
Inventory was administered to assess perception of therapeutic interaction of psychotherapist. Descriptive
statistics and one sample t test were calculated for the analysis of data. Results revealed that most of the
therapists, possessed MS degree in Clinical Psychology. Results indicate that there is a significant high rating
on therapeutic interaction, therapeutic participation, directive support, resistance and dysphoric concern of the
psychotherapist who are providing therapy to the anxiety patients. Therapeutic interaction is perceived by the
therapist as supportive, whereas participation, resistance and dysphoric concerns of the patients were also
perceived high by the therapist in initial sessions. Findings will be helpful for psychologist and other
professionals to plan the therapeutic interventions for anxiety patients
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.
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.
Stress adaptation model
Marudhar
Nims nursing college
Introduction
Stuart Stress Adaptation Model is a model of psychiatric nursing care, which integrates biological, psychological, sociocultural, environmental, and legal-ethical aspects of patient care into a unified framework for practice.
Assumptions
"Nature is ordered as a social hierarchy from the simplest unit to the most complex and the individual is a part of family, group, community, society, and the larger biosphere."
"Nursing care is provided within a biological, psychological, sociocultural, environmental, and legal-ethical context."
Health/illness and adaptation/maladaptation (nursing world view) are two distinct continuums.
The model includes the primary, secondary, and tertiary levels of prevention by describing four discrete stages of psychiatric treatment: crisis, acute, maintenance, and health promotion.
Nursing care is based on the use of the nursing process and the standards of care and professional performance for psychiatric nurses.
Concepts
Bio psychosocial approach - a holistic perspective that integrates biological, psychological, and sociocultural aspects of care.
Predisposing factors -risk factors such as genetic background.
Precipitating stressors - stimuli that the person perceives as challenging such as life events.
Appraisal of stressor - an evaluation of the significance of a stressor.
Coping resources - options or strategies that help determine what can be done as well as what is at stake.
Adaptation/maladaptation -
cont….
Levels of Prevention
Primary
Secondary
Tertiary
Four stages of psychiatric treatment & nursing care
Crisis stage
Acute stage
Maintenance stage
Health promotion stage
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.
Stress and Crisis - plays important role to deteriorate the physical and mental health of a person, so one should know how to manage it by knowing the condition, causes, sign and symptom and its intervention.
This document provides a master syllabus for a graduate course titled "Advanced Techniques of Psychotherapy". The 3-credit, 45-hour course focuses on advancing students' knowledge and skills in psychotherapy. Students will learn to apply and integrate therapeutic models in clinical case management, with an emphasis on the theoretical and practical integration of techniques. Key topics include case conceptualization, various psychotherapy models and their scientific basis, and using evidence-based approaches with special patient populations. Evaluation methods may include papers, projects, literature reviews and exams.
BBabcock - Research Summary - Coaching and Chronic Conditions - May 2013 v3Barbara Babcock, ACC
This document provides a summary of a research dissertation on the impact of coaching on the wellness and wellbeing of adults with Transverse Myelitis (TM) and their primary caregivers. The research found that a systemic coaching approach enhanced clients' wellness and reduced stress by addressing issues like control, uncertainty, loss, and family relationships. Limitations included a small sample size and focusing more narrowly may have provided clearer results. Practical implications suggest coaching can increase quality of life for those with chronic conditions, and family-based interventions are recommended.
Crisis is a state of disequilibrium resulting from the interaction of an event. it includes crisis and crisis intervention or its management.
it includes crisis types, characteristics , phases etc.
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.
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.
Prevention, characteristics of counsellingBimal Antony
This document discusses prevention strategies in mental health at the primary, secondary, and tertiary levels. Primary prevention aims to reduce incidence and risk factors through universal, selective, and indicated measures. Secondary prevention focuses on early detection and treatment to reduce duration and severity. Tertiary prevention aims to reduce disability through prompt treatment and rehabilitation. The document outlines examples of prevention efforts at each level, from prenatal care to community mental health centers and crisis intervention.
The Importance of Multiple Perspectives in Psychiatry | Crimson PublishersCrimsonpublishersPPrs
This document discusses the importance of considering multiple perspectives in psychiatry when formulating a patient's case. It outlines several perspectives to consider, including the medical model focusing on symptoms, pathologies and treatments; biological perspectives involving neurotransmitters; phenomenological perspectives articulating a patient's subjective experience; psychodynamic perspectives providing a dynamic understanding of a patient's psyche; interpersonal perspectives considering social and cultural influences as well as relationships; behavioral perspectives related to reinforcement and conditioning; and cognitive perspectives related to thoughts and associations. Considering multiple dimensions can provide a more comprehensive understanding of a patient to optimize treatment.
This document summarizes a meta-analytic review of primary prevention mental health programs for children and adolescents. It describes the methods used, including criteria for including studies and coding variables. Key findings included that the average age of participants was 9.3 years, follow-up periods averaged 47 weeks, and effect sizes tended to be positive. To achieve homogeneity, studies were divided based on characteristics like intervention type (person-centered vs environment-centered), selection strategy, and program focus. Environment-centered programs targeting school settings showed significant positive effects.
The document discusses several models of health behavior:
1) The Basic Risk Perception Model focuses on likelihood and severity of harm from not acting. Higher risk perception predicts greater motivation to act.
2) The Health Belief Model includes perceived susceptibility, severity, benefits, and barriers in predicting preventive health behaviors. Perceived barriers are the strongest predictor.
3) Protection Motivation Theory assesses threat and coping appraisal processes. Response costs have the strongest impact on health behaviors and attitudes.
4) The Transtheoretical Model proposes stages of change and processes of change to explain behavior progression. Decisional balance and self-efficacy also predict stage of change.
This document summarizes a research study that surveyed 837 mental health professionals to determine their views on various models of mental illness. It found that professionals' endorsement of models differed depending on the specific illness. For schizophrenia, they most endorsed a biological model followed by cognitive and behavioral aspects. For depression, a social model was most endorsed followed by cognitive and behavioral aspects, with biological being least endorsed. For antisocial personality disorder, professionals most endorsed social constructionist and nihilist models, suggesting lack of interest in viewing it as a mental illness. The implications of professionals' endorsed models are discussed, such as impacts on treatment approaches, responsibility attribution, stigma, and access to social benefits.
This document provides an outline for a presentation on the efficacy of psychological treatments for violent offenders in correctional facilities. It discusses who the treatments target, including drug addicts and violent offenders. It describes the history of psychological assessments and interventions for offenders. It examines several types of treatments used in correctional facilities, including cognitive-behavioral and anger management approaches. It discusses how each treatment works for individual offenders and the impact on reducing recidivism. The document aims to shed light on improving the effectiveness of psychological programs for offenders.
A Problem Solving Intervention for hospice caregivers a pilot study.pdfSabrina Ball
This pilot study tested a Problem Solving Intervention (PSI) with 29 informal caregivers of hospice patients to improve their coping and problem-solving skills. PSI is a structured, cognitive-behavioral intervention that teaches problem definition, alternative generation, decision making, and solution implementation. After completing three PSI sessions, caregivers reported lower anxiety, better problem solving skills, and feeling less negatively impacted by caregiving. They also perceived PSI as helpful for discussing challenges and developing plans to address them. The study provides preliminary evidence that a problem-solving approach may benefit hospice caregivers and warrants further research.
This document discusses the evolution of behavior change communication (BCC) and various theories and models used in BCC. It traces how the concept developed from health education to information, education, and communication to the current definition of BCC as an interactive process to develop tailored messages and approaches to promote positive behavior change. Several individual and group level behavior change theories are explained, including the health belief model, theory of planned behavior, transtheoretical model, diffusion of innovation theory, and social cognitive theory. The document also discusses newer approaches like positive deviance and trials of improved practices. Finally, it briefly outlines how different BCC theories can be applied at various levels to control the COVID-19 pandemic.
1. The document discusses a task-based model for understanding psychosocial adaptation to chronic illness. It proposes that individuals adapt by accomplishing a non-linear series of adaptive tasks in different life domains, rather than moving through rigid stages.
2. The model has five components: the stressor (diagnosis), cognitive appraisal of the stressor, adaptive tasks in physical, psychological, social, spiritual and vocational domains, coping skills used to accomplish tasks, and the outcome of adaptation.
3. Adaptive tasks involve meeting medical needs, maintaining emotional balance and control, seeking social support, finding meaning, and vocational engagement. Coping skills help accomplish these tasks. Successful adaptation results in a new equilibrium
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
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.
Therapeutic Interaction: A Perception of Therapist towards Patients with Anxi...iosrjce
The present research was conducted (a) to describe the socio-demographic information of
psychotherapist providing therapy to patients of anxiety disorder (b) to examine the therapeutic interaction on
various variables of therapeutic participation, resistance and dysphoric concern (related to patient’s
responses), and directive support for the patients (variable related to his/herself). It was hypothesized that
therapist would rate significantly high on therapeutic interaction (therapeutic participation, directive support,
resistance and dysphoric concerns) with anxiety patient. Sample comprised of thirty five psychotherapist
providing therapy to diagnosed anxiety patients in OPD (Outdoor patient department). Psychotherapy Process
Inventory was administered to assess perception of therapeutic interaction of psychotherapist. Descriptive
statistics and one sample t test were calculated for the analysis of data. Results revealed that most of the
therapists, possessed MS degree in Clinical Psychology. Results indicate that there is a significant high rating
on therapeutic interaction, therapeutic participation, directive support, resistance and dysphoric concern of the
psychotherapist who are providing therapy to the anxiety patients. Therapeutic interaction is perceived by the
therapist as supportive, whereas participation, resistance and dysphoric concerns of the patients were also
perceived high by the therapist in initial sessions. Findings will be helpful for psychologist and other
professionals to plan the therapeutic interventions for anxiety patients
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.
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.
Stress adaptation model
Marudhar
Nims nursing college
Introduction
Stuart Stress Adaptation Model is a model of psychiatric nursing care, which integrates biological, psychological, sociocultural, environmental, and legal-ethical aspects of patient care into a unified framework for practice.
Assumptions
"Nature is ordered as a social hierarchy from the simplest unit to the most complex and the individual is a part of family, group, community, society, and the larger biosphere."
"Nursing care is provided within a biological, psychological, sociocultural, environmental, and legal-ethical context."
Health/illness and adaptation/maladaptation (nursing world view) are two distinct continuums.
The model includes the primary, secondary, and tertiary levels of prevention by describing four discrete stages of psychiatric treatment: crisis, acute, maintenance, and health promotion.
Nursing care is based on the use of the nursing process and the standards of care and professional performance for psychiatric nurses.
Concepts
Bio psychosocial approach - a holistic perspective that integrates biological, psychological, and sociocultural aspects of care.
Predisposing factors -risk factors such as genetic background.
Precipitating stressors - stimuli that the person perceives as challenging such as life events.
Appraisal of stressor - an evaluation of the significance of a stressor.
Coping resources - options or strategies that help determine what can be done as well as what is at stake.
Adaptation/maladaptation -
cont….
Levels of Prevention
Primary
Secondary
Tertiary
Four stages of psychiatric treatment & nursing care
Crisis stage
Acute stage
Maintenance stage
Health promotion stage
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.
Stress and Crisis - plays important role to deteriorate the physical and mental health of a person, so one should know how to manage it by knowing the condition, causes, sign and symptom and its intervention.
This document provides a master syllabus for a graduate course titled "Advanced Techniques of Psychotherapy". The 3-credit, 45-hour course focuses on advancing students' knowledge and skills in psychotherapy. Students will learn to apply and integrate therapeutic models in clinical case management, with an emphasis on the theoretical and practical integration of techniques. Key topics include case conceptualization, various psychotherapy models and their scientific basis, and using evidence-based approaches with special patient populations. Evaluation methods may include papers, projects, literature reviews and exams.
BBabcock - Research Summary - Coaching and Chronic Conditions - May 2013 v3Barbara Babcock, ACC
This document provides a summary of a research dissertation on the impact of coaching on the wellness and wellbeing of adults with Transverse Myelitis (TM) and their primary caregivers. The research found that a systemic coaching approach enhanced clients' wellness and reduced stress by addressing issues like control, uncertainty, loss, and family relationships. Limitations included a small sample size and focusing more narrowly may have provided clearer results. Practical implications suggest coaching can increase quality of life for those with chronic conditions, and family-based interventions are recommended.
Crisis is a state of disequilibrium resulting from the interaction of an event. it includes crisis and crisis intervention or its management.
it includes crisis types, characteristics , phases etc.
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.
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.
Prevention, characteristics of counsellingBimal Antony
This document discusses prevention strategies in mental health at the primary, secondary, and tertiary levels. Primary prevention aims to reduce incidence and risk factors through universal, selective, and indicated measures. Secondary prevention focuses on early detection and treatment to reduce duration and severity. Tertiary prevention aims to reduce disability through prompt treatment and rehabilitation. The document outlines examples of prevention efforts at each level, from prenatal care to community mental health centers and crisis intervention.
The Importance of Multiple Perspectives in Psychiatry | Crimson PublishersCrimsonpublishersPPrs
This document discusses the importance of considering multiple perspectives in psychiatry when formulating a patient's case. It outlines several perspectives to consider, including the medical model focusing on symptoms, pathologies and treatments; biological perspectives involving neurotransmitters; phenomenological perspectives articulating a patient's subjective experience; psychodynamic perspectives providing a dynamic understanding of a patient's psyche; interpersonal perspectives considering social and cultural influences as well as relationships; behavioral perspectives related to reinforcement and conditioning; and cognitive perspectives related to thoughts and associations. Considering multiple dimensions can provide a more comprehensive understanding of a patient to optimize treatment.
This document summarizes a meta-analytic review of primary prevention mental health programs for children and adolescents. It describes the methods used, including criteria for including studies and coding variables. Key findings included that the average age of participants was 9.3 years, follow-up periods averaged 47 weeks, and effect sizes tended to be positive. To achieve homogeneity, studies were divided based on characteristics like intervention type (person-centered vs environment-centered), selection strategy, and program focus. Environment-centered programs targeting school settings showed significant positive effects.
The document discusses several models of health behavior:
1) The Basic Risk Perception Model focuses on likelihood and severity of harm from not acting. Higher risk perception predicts greater motivation to act.
2) The Health Belief Model includes perceived susceptibility, severity, benefits, and barriers in predicting preventive health behaviors. Perceived barriers are the strongest predictor.
3) Protection Motivation Theory assesses threat and coping appraisal processes. Response costs have the strongest impact on health behaviors and attitudes.
4) The Transtheoretical Model proposes stages of change and processes of change to explain behavior progression. Decisional balance and self-efficacy also predict stage of change.
This document summarizes a research study that surveyed 837 mental health professionals to determine their views on various models of mental illness. It found that professionals' endorsement of models differed depending on the specific illness. For schizophrenia, they most endorsed a biological model followed by cognitive and behavioral aspects. For depression, a social model was most endorsed followed by cognitive and behavioral aspects, with biological being least endorsed. For antisocial personality disorder, professionals most endorsed social constructionist and nihilist models, suggesting lack of interest in viewing it as a mental illness. The implications of professionals' endorsed models are discussed, such as impacts on treatment approaches, responsibility attribution, stigma, and access to social benefits.
This document provides an outline for a presentation on the efficacy of psychological treatments for violent offenders in correctional facilities. It discusses who the treatments target, including drug addicts and violent offenders. It describes the history of psychological assessments and interventions for offenders. It examines several types of treatments used in correctional facilities, including cognitive-behavioral and anger management approaches. It discusses how each treatment works for individual offenders and the impact on reducing recidivism. The document aims to shed light on improving the effectiveness of psychological programs for offenders.
A Problem Solving Intervention for hospice caregivers a pilot study.pdfSabrina Ball
This pilot study tested a Problem Solving Intervention (PSI) with 29 informal caregivers of hospice patients to improve their coping and problem-solving skills. PSI is a structured, cognitive-behavioral intervention that teaches problem definition, alternative generation, decision making, and solution implementation. After completing three PSI sessions, caregivers reported lower anxiety, better problem solving skills, and feeling less negatively impacted by caregiving. They also perceived PSI as helpful for discussing challenges and developing plans to address them. The study provides preliminary evidence that a problem-solving approach may benefit hospice caregivers and warrants further research.
This document discusses the evolution of behavior change communication (BCC) and various theories and models used in BCC. It traces how the concept developed from health education to information, education, and communication to the current definition of BCC as an interactive process to develop tailored messages and approaches to promote positive behavior change. Several individual and group level behavior change theories are explained, including the health belief model, theory of planned behavior, transtheoretical model, diffusion of innovation theory, and social cognitive theory. The document also discusses newer approaches like positive deviance and trials of improved practices. Finally, it briefly outlines how different BCC theories can be applied at various levels to control the COVID-19 pandemic.
1. The document discusses a task-based model for understanding psychosocial adaptation to chronic illness. It proposes that individuals adapt by accomplishing a non-linear series of adaptive tasks in different life domains, rather than moving through rigid stages.
2. The model has five components: the stressor (diagnosis), cognitive appraisal of the stressor, adaptive tasks in physical, psychological, social, spiritual and vocational domains, coping skills used to accomplish tasks, and the outcome of adaptation.
3. Adaptive tasks involve meeting medical needs, maintaining emotional balance and control, seeking social support, finding meaning, and vocational engagement. Coping skills help accomplish these tasks. Successful adaptation results in a new equilibrium
introduction
Sociology and psychology in public health
Theories of sociology and psychology
Sociological and psychology methods, investigations and interventions.
Developing interventions to change health-related behaviour and;
Conclusion
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
2Create a Reflection DocumentChandra FarmerSchoo.docxrobert345678
2
Create a Reflection Document
Chandra Farmer
School of Education, Northcentral University
TRA-5100v1: Fundamentals of a Trauma-Informed Approach to Education
Professor Jeff Noe
December 7th, 2022
Create a Reflection Document
Glass et al. (2020) proposes that trauma affects over two-thirds of the American children population; and estimates that one-third will experience numerous, often prolonged, traumas such as child maltreatment (or domestic violence; child neglect; emotional, physical, and sexual abuse. However, extensive efforts to effectively treat and identify the potential negative and long-term impacts of such experiences are lagging far behind; research connecting the longitudinal effects of childhood trauma to the later development of adult pathology expands across multiple professional disciplines (Glass et al., 2020). This raises the question of how these adverse health outcomes are connected to adult behaviors.
More About Trauma
Trauma can affect students in some shape, form, or fashion who experience it. However, most individuals that have not experienced trauma do not process or comprehend that trauma behavior plays a huge role in the life of an adult when it stems from childhood. One misconception is that most childhood trauma topics are viewed as being too sensitive to discuss and should be left behind closed doors, so to speak (Giesbrecht et al., 2010). For example, students who experience childhood trauma are not directly affected; in all actuality, those same students carry that baggage with them in adulthood (Giesbrecht et al., 2010). Another misconception is that students who experience trauma do not display negative behaviors, but that is not the case when these same students as adults show signs of complicated morality, such as cheating and lying; this is because the trauma has been bottled up for so long and distracts the student's now adult's brain and nervous systems; it affects the day-to-day activities, thinking and emotions (Giesbrecht et al., 2010). It is those misconceptions that pique my curiosity.
Resources to Grow my Understanding
I think the first place to start is with the right professionals. What better than to use mental health professionals as a resource. They have the knowledge and expertise to provide various resources to assist schools. For example, helping traumatized students have a voice in the classroom to learn; they can give presentations and trainings, do evaluations and testing, participate in consultants about individual children/adults, and they can consult with and provide clinical support directly to teachers (Kanno & Giddings, 2017).
Knowledge to Help Others
Teachers have a job to help students learn, which is why addressing their students with trauma is so important, but each child is different, and each situation is different. The same can be said for adults. Through research and inquiry, it is essential to be consistent, set expectations, be truthful, resp.
ADVANCED NURSING RESEARCH
1
ADVANCED NURSING RESEARCH 2
Evidence Based Practice Grant Proposal
Table of Contents
31.Purpose
42.Background
5Research objectives
6Theoretical framework
63.EBP Model
74.Proposed Change
85.Outcomes
86.Evaluation Plan
97.Dissemination Plan
9Tools to be Used
9Peer review tools for the proposal
11Grant Request
11Proposed Tasks
11Task 1: Case study- Reviewing existing literature on stigma around mental health complications
11Task 2: Interviewing clinicians that have dealt with the study topic
12Task 3: Interviewing patients of mental health
12Schedule
13Budget
148.Appendices
14a.Informed Consent
19Certificate of Consent
19Signature or Date
21b.Literature Matrix
32c.Tools and equipment to be used
34References
Grant Proposal-Assessing the role of stigma towards mental health patients in help seeking
Study problem
There are several studies that have shown that stigmatization towards mental health patients have been present throughout history and even despite the evolution in modern medicine and advanced treatment. For example, Verhaeghe et al., (2014), captures in a publication in reference to a study that he conducted that stigmatization towards mental health patients has been there even as early is in the 18th Century. People were hesitant to interact with people termed or perceived to have mental health conditions.
Stigmatization has resulted from the belief that those with mental problem are aggressive and dangerous creating a social distance (Szeto et al., 2017). Also, mental health-related stigma has become of major concern as it creates crucial barriers to access treatment and quality care since it not only influences the behaviour of the patients but also the attitude of the providers hence impacting help-seeking. Timmermann, Uhrenfeldt and Birkelund (2014), have identified stigma as a barrier that is of significance to care or help seeking while the extent to which it still remains a barrier have not been reviewed deeply. Therefore, this study will assess the role contributed by stigma in help seeking in depth. 1. Purpose
The intention of the research study is to review the association between stigma, mental illness and help seeking in order to formulate ways in which the stigma that is around mental health is done away with to enable as many people suffering from mental health complications to seek medical help.2. Background
Mental health is crucial in every stage of life. It is defined as the state of psychological well-being whereby the individual realizes a satisfactory integration instinctual drive acceptable to both oneself and his or her social setting (Ritchie & Roser, 2018). The status of mental health influences physical health, relationships, and most importantly day-to-day life. Mental health problems arise when there is a ...
10 STRATEGIC POINTS DOCUMENT 2 THE 10 STRATEGIC POsimisterchristen
10 STRATEGIC POINTS DOCUMENT 2
THE 10 STRATEGIC POINTS 2
SAMPLE 10 STRATEGIC POINTS
Grand Canyon University
DNP-820A: Translational Research and Evidence-Based Practice
10 Strategic Points Document for a Quality Improvement Project
Ten Strategic Points
The 10 Strategic Points
Title of Project
1)
Title of Project
Impact the number of depression screenings and referrals to a child psychologist
Background
Theoretical Foundation
Literature Synthesis
Practice Change Recommendation
2)
Background to Chosen Evidence-Based Intervention:
List the primary points for six sections.
i) Background of the practice problem/gap at the project site
One of the primary causes of disability worldwide, depression affects a sizable percentage of the population. Persistent feelings of sadness and guilt, changes in sleeping patterns (insomnia or oversleeping), changes in appetite, decreased mental and physical energy, unusual irritability, inability to enjoy once-enjoyed activities, difficulty working, and thoughts of death or suicide are all symptoms that can be associated with any type of depressive disorder. These "down" symptoms alone may indicate a unipolar depressive disorder like dysthymia or severe depression if they are present. A person may be diagnosed with bipolar illness if they experience alternating spells of depression and euphoria. Adolescents and young adults increasingly have difficulties with their mental health (Poppen et al., 2016). An individual's mental health is something only they can fully comprehend, making it difficult for friends and loved ones to spot warning signs in time to intervene. Juvenile and young adult suicide is a major problem in today's world. A lack of life experiences, self-confidence, and faith in one's own skills contribute to the suicides of many young individuals.
ii) Significance of the practice problem/gap at the project site
Mental illness has been a problem that is affected the population for a long period and worryingly young people and adolescents are experiencing many effects that lead to some committing suicide. The stress that today's youth encounter nowadays is the most significant of all these issues, especially the pressure they receive based on their academic expectations and poor communication about their troubles to their parents. There is also a gap in the schools in terms of students receiving counseling services because there are limited professional counselors that attend to student needs. Despite the fact that psychologists claim stress could be caused by anything, many young people find the rapid pace of modern life to be a significant source of anxiety. Many young individuals are inspired to take their own lives by the media's glorified depiction of suicide (Poppen et al., 2016). The reality that suicide is always fatal seems to be lost on many young people. Young people, in other words, consider suicide an o ...
This document provides an overview of several common health behavior models:
- The Health Belief Model focuses on perceptions of susceptibility, severity, benefits and barriers to taking health actions. It has been widely used to study preventive health behaviors.
- The Trans-Theoretical Model proposes that individuals progress through stages of change when adopting healthy behaviors. The stages are precontemplation, contemplation, preparation, action, and maintenance. Processes of change and decisional balance are also discussed.
- Applications of these models to oral health are mentioned, such as using stages of change for tobacco cessation counseling. While useful, more research is still needed on using these frameworks to predict oral health behavior change.
This document provides an overview of several common health behavior models, including the Health Belief Model and Trans-Theoretical Model. It discusses key concepts and constructs of each model, such as perceived susceptibility, severity, benefits and barriers. The Health Belief Model focuses on attitudes and beliefs that influence behaviors. The Trans-Theoretical Model examines an individual's readiness to change behaviors through different stages. Both aim to help understand health behaviors and design effective interventions.
Psychological Interventions for People Exposed to DisasterMichelEspinosa6
This document discusses psychological interventions for people exposed to disaster. It describes several types of interventions, including cognitive-behavioral interventions like stress inoculation training, eye movement desensitization and processing to facilitate cognitive processing of traumatic material, somatic awareness approaches to integrate body processing with cognitive and emotional processing after trauma, and psychoanalytically oriented psychotherapy using therapeutic alliance, transference interpretation, and countertransference to help patients elaborate aspects of reality associated with trauma. The overall goal of interventions is to help recover individuals' subjectivity and ability to relate their inner and outer worlds after experiencing disaster.
This document provides information about getting fully solved assignments from an assignment help service. It includes contact information for the service via email or phone call. It also provides an example assignment question paper on the topic of health administration, with 6 multiple choice questions covering topics like the definition of health, India's demographic profile, national health programs, government newborn programs, disaster reduction in hospitals, and the uses of epidemiology. Students are instructed to answer all questions, with longer answers of around 400 words for 10-mark questions.
Model of TreatmentEducation and its EvaluationProblem.docxhelzerpatrina
Model of Treatment/Education and its Evaluation
Problem(s)
Will Power +
Common Factors +
Any Specific Factor (any treatment model EBP or other) +
Feedback Informed Treatment + Deliberate Practice =
Effective Outcome
SPECIAL ARTICLE
How important are the common factors in
psychotherapy? An update
BRUCE E. WAMPOLD
Department of Counseling Psychology, University of Wisconsin, Madison, WI, USA; Modum Bad Psychiatric Center, Vikersund, Norway
The common factors have a long history in the field of psychotherapy theory, research and practice. To understand the evidence supporting
them as important therapeutic elements, the contextual model of psychotherapy is outlined. Then the evidence, primarily from meta-
analyses, is presented for particular common factors, including alliance, empathy, expectations, cultural adaptation, and therapist differ-
ences. Then the evidence for four factors related to specificity, including treatment differences, specific ingredients, adherence, and compe-
tence, is presented. The evidence supports the conclusion that the common factors are important for producing the benefits of psychotherapy.
Key words: Common factors, contextual model, psychotherapy, alliance, empathy, expectations, cultural adaptation, therapist differences,
specific ingredients
(World Psychiatry 2015;14:270–277)
The so-called common factors have a long history in psy-
chiatry, originating with a seminal article by S. Rosenzweig
in 1936 (1) and popularized by J. Frank in the various
editions of his book Persuasion and Healing (2-4). During
this period, the common factors have been both embraced
and dismissed, creating some tension (5-9). The purpose of
this paper is not to review or discuss the debate, but to pro-
vide an update, summarizing the evidence related to these
factors.
To understand the evidence for the common factors, it is
important to keep in mind that these factors are more than a
set of therapeutic elements that are common to all or most
psychotherapies. They collectively shape a theoretical mod-
el about the mechanisms of change in psychotherapy.
A particular common factor model, called the contextual
model, has been recently proposed (8,10). Although there
are other common factor models (e.g., 4,11), based on differ-
ent theoretical propositions, the predictions made about the
importance of various common factors are similar and the
choice of the model does not affect conclusions about the
impact of these factors. The contextual model is presented
below, followed by a review of the evidence for the common
factors imbedded in the model.
THE CONTEXTUAL MODEL
The contextual model posits that there are three path-
ways through which psychotherapy produces benefits. That
is, psychotherapy does not have a unitary influence on
patients, but rather works through various mechanisms.
The mechanisms underlying the three pathways entail
evolved characteristics of humans as the ultimate social spe-
cies; as such.
Model of TreatmentEducation and its EvaluationProblem.docxroushhsiu
This document discusses the importance of common factors in psychotherapy. It outlines the contextual model of psychotherapy, which posits that there are three pathways through which psychotherapy produces benefits: 1) the real relationship between therapist and patient, 2) the creation of expectations through providing an explanatory model of the patient's difficulties, and 3) the enactment of health-promoting actions. It then reviews evidence from meta-analyses supporting several important common factors, finding large effects for the therapeutic alliance, goal consensus/collaboration, and empathy. The evidence supports the conclusion that common factors, as conceptualized in the contextual model, are important for producing the benefits of psychotherapy.
Similar to Rehabilitation Psychology, Effective Teaching Learning, Subliminal Perception, Grounded Theory, DIscrimination, (20)
PPT on Sustainable Land Management presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdfSelcen Ozturkcan
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
Discovery of An Apparent Red, High-Velocity Type Ia Supernova at 𝐳 = 2.9 wi...Sérgio Sacani
We present the JWST discovery of SN 2023adsy, a transient object located in a host galaxy JADES-GS
+
53.13485
−
27.82088
with a host spectroscopic redshift of
2.903
±
0.007
. The transient was identified in deep James Webb Space Telescope (JWST)/NIRCam imaging from the JWST Advanced Deep Extragalactic Survey (JADES) program. Photometric and spectroscopic followup with NIRCam and NIRSpec, respectively, confirm the redshift and yield UV-NIR light-curve, NIR color, and spectroscopic information all consistent with a Type Ia classification. Despite its classification as a likely SN Ia, SN 2023adsy is both fairly red (
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(
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)
∼
0.9
) despite a host galaxy with low-extinction and has a high Ca II velocity (
19
,
000
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2
,
000
km/s) compared to the general population of SNe Ia. While these characteristics are consistent with some Ca-rich SNe Ia, particularly SN 2016hnk, SN 2023adsy is intrinsically brighter than the low-
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Ca-rich population. Although such an object is too red for any low-
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cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
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) with
Λ
CDM. Therefore unlike low-
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Ca-rich SNe Ia, SN 2023adsy is standardizable and gives no indication that SN Ia standardized luminosities change significantly with redshift. A larger sample of distant SNe Ia is required to determine if SN Ia population characteristics at high-
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truly diverge from their low-
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counterparts, and to confirm that standardized luminosities nevertheless remain constant with redshift.
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...Scintica Instrumentation
Targeting Hsp90 and its pathogen Orthologs with Tethered Inhibitors as a Diagnostic and Therapeutic Strategy for cancer and infectious diseases with Dr. Timothy Haystead.
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDSSérgio Sacani
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
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.
Anti-Universe And Emergent Gravity and the Dark UniverseSérgio Sacani
Recent theoretical progress indicates that spacetime and gravity emerge together from the entanglement structure of an underlying microscopic theory. These ideas are best understood in Anti-de Sitter space, where they rely on the area law for entanglement entropy. The extension to de Sitter space requires taking into account the entropy and temperature associated with the cosmological horizon. Using insights from string theory, black hole physics and quantum information theory we argue that the positive dark energy leads to a thermal volume law contribution to the entropy that overtakes the area law precisely at the cosmological horizon. Due to the competition between area and volume law entanglement the microscopic de Sitter states do not thermalise at sub-Hubble scales: they exhibit memory effects in the form of an entropy displacement caused by matter. The emergent laws of gravity contain an additional ‘dark’ gravitational force describing the ‘elastic’ response due to the entropy displacement. We derive an estimate of the strength of this extra force in terms of the baryonic mass, Newton’s constant and the Hubble acceleration scale a0 = cH0, and provide evidence for the fact that this additional ‘dark gravity force’ explains the observed phenomena in galaxies and clusters currently attributed to dark matter.
CLASS 12th CHEMISTRY SOLID STATE ppt (Animated)eitps1506
Description:
Dive into the fascinating realm of solid-state physics with our meticulously crafted online PowerPoint presentation. This immersive educational resource offers a comprehensive exploration of the fundamental concepts, theories, and applications within the realm of solid-state physics.
From crystalline structures to semiconductor devices, this presentation delves into the intricate principles governing the behavior of solids, providing clear explanations and illustrative examples to enhance understanding. Whether you're a student delving into the subject for the first time or a seasoned researcher seeking to deepen your knowledge, our presentation offers valuable insights and in-depth analyses to cater to various levels of expertise.
Key topics covered include:
Crystal Structures: Unravel the mysteries of crystalline arrangements and their significance in determining material properties.
Band Theory: Explore the electronic band structure of solids and understand how it influences their conductive properties.
Semiconductor Physics: Delve into the behavior of semiconductors, including doping, carrier transport, and device applications.
Magnetic Properties: Investigate the magnetic behavior of solids, including ferromagnetism, antiferromagnetism, and ferrimagnetism.
Optical Properties: Examine the interaction of light with solids, including absorption, reflection, and transmission phenomena.
With visually engaging slides, informative content, and interactive elements, our online PowerPoint presentation serves as a valuable resource for students, educators, and enthusiasts alike, facilitating a deeper understanding of the captivating world of solid-state physics. Explore the intricacies of solid-state materials and unlock the secrets behind their remarkable properties with our comprehensive presentation.
1. The Role of Psychologists: Prevention
There is a critical need for psychologists to become more active in the prevention of
mental health problems ( Pransky, 1991 ). In preventing CMI, regardless of the model
that is assumed, a first step forward is building better understandings of the conditions
affecting the nature, onset, and course of chronic mental illness (e.g., Albee, Bond, &
Monsey, 1992 ). Obviously, psychologists are well prepared to make substantial
contributions in these areas.
In order to better specify the breadth of the area of prevention and the roles that
psychologists can assume, we draw upon a useful framework characterizing
prevention as primary, secondary, or tertiary ( Caplan, 1964 ). Primary prevention
refers to broad efforts to decrease the incidence of CMI, or number of new
occurrences, through individual and community change. Secondary prevention refers
to decreasing the prevalence or number of cases of CMI at any given time. This is
accomplished through screening aimed at the early detection of mental illness and
providing crisis intervention with high-risk groups. Tertiary prevention refers to
decreasing the short- and long-term severity of symptoms of individuals already
affected by CMI. In practice, tertiary prevention interventions appear to be very much
like treatment. However, whereas the principal aim of treatment is to remedy present
occurrences of the illness, the aim of tertiary prevention is to prevent or reduce the
severity of future occurrences of the illness.
Over the long term, primary prevention efforts appear to promise the best payoff,
although they are generally the most difficult to implement. Such programs in the area
of CMI could focus on preventing individuals from developing CMI by helping them
become competent, healthy persons, characterized by their psychological and physical
wellness. Primary prevention programs, Cowen (1986) suggested, would have two
thrusts: a systems-level strategy, which would reduce the stress individuals experience
while providing them with ample personal opportunities for development, and a
person-centered strategy, which would strengthen individuals' abilities to effectively
cope with whatever stressors they faced. Thus, primary prevention efforts would be
broad-based, directed at alleviating social problems associated with the onset of CMI,
such as poverty, and, at the same time, fostering the development of personal
competencies in both healthy and "at-risk" individuals.
To illustrate the role of psychologists in primary prevention, we use the vulnerability
model as an example. The vulnerability model recognizes the interaction of both
biological and psychosocial factors in the onset of CMI. Psychologists could, perhaps,
have the greater impact by intervening with psychosocial factors. This could consist
of a twofold approach. First, psychologists could work to alleviate, where possible,
the stressful conditions in the environment that contribute to the onset of CMI.
2. Second, psychologists could work to promote the mental health of the population at
large and to increase peoples' resiliency in the face of stressful conditions that cannot
be eliminated.
Interventions at the level of secondary prevention generally require less time and
money to develop and thus are more readily implemented by psychologists. To
illustrate the role of psychologists in secondary prevention, we again use the
vulnerability model as a framework. Psychologists can identify people at risk for
developing CMI and attempt to reduce stress that might contribute to the onset of a
disorder by providing education, treatment, and support in crises. In addition,
psychologists can increase the competence of people at risk through skills training and
other means, enabling them to better cope with stress and thus avoid the onset of
exacerbation of symptoms of mental illness.
Interventions at the level of tertiary prevention generally require the least change in
professional practice to implement, partly because the roles of psychologists in such
interventions are much like the roles they already play in treatment. Using the
vulnerability model to illustrate, psychologists engaging in tertiary prevention, besides
treating current symptoms, would try to prepare patients to better cope with future
stress. For example, they might teach patients skills they could use to reduce the
impact of future stressors or strengthen patients in ways that make them more
resilient.
In conclusion, each of the models we have discussed contributes to our overall
understanding of CMI by focusing on different aspects of etiology and treatment.
Taken together, these models point to the fact that CMI is a problem with multiple
biological, individual, and social determinants and that in studying or treating it,
scientists and health providers must consider a broad range of factors. We have
suggested some of the many roles that psychologists can fill in the research and
treatment of CMI and in the development of prevention programs.
1) Artificial intelligence
2) Naturalistic Decision Making: DM as it occurs in real life settings (focus
research areas)
1) Experiences play a role in DM
2) Base rate problem: tendency of people to ignore relative frequency
of various events and instead rely on some statistics
3) Some researchers have argued that laboratory settings lack the kind
of contextual cues /info available while making decisions in naturalistic
settings
3. DM in uncertain env.. application of SDT
The purpose of environmentdesignistoaffordopgortunitiesforachievingone's
owndefinitionof qualityof life.The term'qualityof life'isusedtodenote
the subjective judgmentbyanindividual astothe degree towhichhisor her
needsinthe variousdomainsof life are met.These domainsincludethe degree
of self actualisation,health,familylife,social relations,dwellingplace,work
situation,sesvices,income level,security,environmental quality,social justice and
equality(Churchman,1993).Onlysome of these domainsare directlyrelated
to planninganddesigningissuesbutmanyare indirectlyrelated.
PUNISHMENT
Teaches What not to do
Decreasesthe likelihoodof occurrence of response
1) Punishment
a) Few general things about punishment
a) Should immediately follow response
b) Should be strong
c) Not be given in arbitrary manner ie should be consistent
d) Should be accompanied with reif for desired behr]
e) Should be avoided as it is an act of aggression which may lead to
frustration in the person being punished and may also lead to
modeling of aggressive behr(rebellious behr) become unconditioned
stimulus for behr so the child might become fearful of person
administering punishment, tendency to avoid the punisher rather
than the behr
f) People adapt to punishments which can weaken its effectiveness
g) Punishment generally has only temporary effect
h) Strong punishment can be used to prevent potentially dangerous
behr like playing with fire
b) Types :
a) Normal/Simple
4. b) –ve (omission of Reif).. ex time out
:
Psychosocial rehabilitation is not a technique. It is a strategy operating at the
interface between the individual, its interpersonal network and the wider social
context.
The standpoint of psychosocial rehabilitation has to be humanistic,
not humanitarian. The humanistic approach blends together an ethical and a
scientific position.
The target of psychosocial rehabilitation is functional disability,not chronicity.
We have evidence that problems in social functioning can be observed at the
first onset of many mental disorders, raising the need for early rehabilitation
approaches. Even in acute conditions, such as the posttraumatic stress disorders
occurring in the aftermath of disasters, the role of rehabilitation has to be
recognized.
The target of psychosocial rehabilitation are the psychosocial risk
factors leading to the development and maintenance of social disability related
to mental disorders. A growing body of methodologically sound investigations
shows the significant role in major mental disorders of social/ environmental
risk factors, such as migration (2), urban living (3), racial discrimination (4),
childhood traumas (5).
The overarching goal of psychosocial rehabilitation can be summarized under
the heading of social inclusion. Therefore, attention has to be paid to
thesocial/interpersonal outcome indicators, as distinct from clinical outcome
(6).
Psychology and scientific method
PSY AND SCIENTIFIC METHOD (BARON) pg 20
It is the adoption of scientific method that make psy a science
Values and standards of scientific method
1. Accuracy
2. Objectivity
3. Skepticism
4. Open mindedness
5. Critical thinking.. it closely examines all claims and assumptions, carefully
evaluates existing evidence and cautiously assesses allconclusions.. ref pg 23
baron
5. Psy has grown by following what is called a hypothetico-deductive model. The model
suggests that scientific advancement can take place if you have a theory to explain a
phenomenon. For example, physicists have what is called a Big-bang theory to explain
how the universe came to be formed Based on a theory, scientists deduce or propose a
hypothesis, that offers a tentative explanation of how a certain phenomenon takes
place. The hypothesis then is tested and proved true or false based on empirical data
that one has gathered.
The role of theory in sci method.. fig 1.9 pg 21 baron
1. Scientists seek to do more than describe the world.. they want to explain it
Psychological principles underlying effective teaching learning process
1) Piaget : active learning-learning by discovering.. role of teacher is to facilitate learning
situations which creates disequilibrium in cognition. This disequilibrium should motivate
the child to discover and learn
2) Vygostky: ZPD, .. he puts teacher at the center of teaching –learning process… 1.
scaffolding
3) Motivation:
1. goal setting,
2. feedback..
3. deprived group
4) Memory:
1. spaced learning,
2. Audio visual aids
3. DEEP AND ELABORATE PROCESSING
5) Conditioning:
1. reinforcement,
2. programmed learning
6) Intelligence: individual differences, gifted, retarded
Influence of mediaonviolence
1) Desensitization
2) People mightlearnNew waysof aggression
3) Aggressionisanappropriate response anditis rewarding
# distance education
6. Parentshave a significantrole inthe adolescent'squestforidentityandindependence.
Parentingstylesaffectthe ease inwhichthe rolesof familymembersare adjustedtoacceptthe
gradual shiftto the teenagers'independence.The valuesandidealsof the parentssurprisingly
correlate withthe adolescentonseriousmatters,butformusic,dress,datingandsocial
patternsthe peergroupdominates.
Black’scross cultural trainingtechnique:traineeswatchfilms, participate inrole play,redci8eve
constructive feedback
REHAB OF THE OLD
1) Exercise in old improves cog functioning in old (Dubbert)
1. Improves self concept
2. Reduce anxiety
3. Reduce depression
4. Socialization
2) Cog remediation training to improve cog skills like memory , (it is computer
assisted version of cog rehab therapy)
3) Cog rehab training
Perceptual Readiness depends on how accessible categories are to the stimulated
organism. Accessibility is a function of the likehood of occurrence of previously learned
events, and one's need states and habits of daily living. Lack of perceptual readiness can
be rectified by relearning the categories, or by constant close inspection of events and
objects. Sensory stimuli are "sorted" to appropriate categories by searching for and
using cues. 4 mechanisms are proposed: "grouping and integration, access ordering,
match-mismatch signal utilization, and gating." Failure of perceptual readiness may
occur because of inability to learn appropriate categories or through interference of
accessible categories. These ideas may shed light on "perceptual defense."
7. POPULATION PSYCHOLOGY: PSYCHOLOGICAL CONSEQUENCES
OF POPULATION EXPLOSION AND HIGH POPULATION DENSITY
Societal
Deindividuation : loss of individuality, disinhibition in a mob, anti social actions
1) perceived lack of resources. Leads to competition. Leads to prejudice and confliect
2) high population density : write about overcrowding, slums etc
Interpersonal
1) Competition: in a study by Uday Jain, subjects experienced more crowding under
scarce resource condition
2) Helping behr: decreases … may bo due to diffusion of responsibility
3) Interpersonal attraction: Baron.. students in double accommodation showed less
cooperation
Probability Learning
1) Learning through past experience about the probability of occurrence of an event and
hence reinforced
2) Probabilities are Subjective; calculated by heuristics
3) Emerged from probabilistic functionalism of Brumswick which states that behr is
understood in terms of probability of success
4) Exp : rats and a T maze, rats turned in the same ratio “probability matching” is set to
occur
5) Exp : Humphrey : subjects were asked whether the bulb would lit..response In the same
ratio
SPORTS PSYCHOLOGY
Cox (2006) offers ten specific interventions to be considered in building teams, and
therefore team cohesion:
Acquaint each player with the responsibilities of other players.
As a coach, take the time to learn something personal about each athlete.
8. Develop pride within the subunits of large teams.
Develop a feeling of ownership among the players.
Set team goals and take pride in accomplishments.
Make sure that each player on the team learns his role and believes it is important.
Do not demand or even expect total social tranquility.
Avoid cliques, since they work in opposition to the goals and tasks of a team.
Develop team drills and lead-up games that encourage member cooperation.
Highlight areas of team success, even when the team loses a game or match.
Carron (1993) lists factors that can hurt team cohesion:
Disagreement about team goals
Rapid or frequent change in group members
Struggle for authority and decision-making power in the group
Poor communication among group members
Unclear task or social roles among team members
Role conflict
Lack of a clear vision by the team leader
Ongoing criticism of team members by the coach, blaming individuals
Clash of personalities among team members
Francis and Young (1979) posed a list of eight lines of questions that should be asked
early in the group forming stage. Answers to these questions will help leaders and team
members to overcome roadblocks in building a cohesive team.
What are we here to do?
How shall we organize ourselves with respect to the playing positions?
What are the roles of the coaches, assistants, captains, and team members?
Who are our fans, and who are we accountable to?
How do we work through our problems and are there meetings?
Hall, p. 13
In what ways do we need to work together to perform successfully?
What are the benefits of being a team member?
How is the team included in setting policies and sanctions for team members?
Athletes become a team through an evolutionary process (Anshel, 2003). It is a process where
RehabilitationprogramforAIDSvictims –include PRAYERandits effects.
SELF FULFILLING PROPHECY
1) Reduce self efficacy
2) Ex. Women not good at maths, women good for only womanly jobs like teachers
9. VALUE DEVELOPMENT
1) Communication (verbal & non verbal)
2) Demonstation: Obs Learning : ex Anna
3) Imitation: role models
4) Evaluation : societal approval and disapproval
5) Participation : role playing
6) Discussion
Techniques of value development
1) Conscientization : pricking one’s value system
2) Profitable association method :संगत, group tasks, work teams
3) IIM : intense identification method* : ex Ramakrishna paramhans and vivekanand
4) Token Task Method : reward for achieving group goals
5) Allegory: stories and anecdotes: ex. पाथेय कण
6) Ventilation: opportunity to vent off underlying feelings
Debates and discussions (in classrooms etc)
COG APPRAISAL OF STRESSORS
Stress occurs only when the person perceives the situation to be (Lazarus)
1. Threatening to their important goals (primary appraisal)
2. They are unable to cope with these dangers or demands
Fig pg 196 baron
Subjective wellbeing
1. People report high on subjective wellbeing.. perhaps humans have strong tendency
to be optimistic (Diener and Suh)
2. Genetic factors play a role. Some persons have an easy going, pleasant
temperament
3. Personality traits: low on neuroticism, optimistic, extraverted
4. Having goals and resources to reach them
10. 5. External conditions: married people happier, people satisfied with their jobs are
happier
6. Personal happiness does NOT decline with age
SUBLIMINAL PERCEPTION
1) Below threshold Pn
2) Still a hypothesis/controverisal
3) Subliminal stimuli are just strong enough to activate the sensory receptors but not
enough for people to be aware of them
4) James Vicary: eat popcorn, drink cola (during movie) fraud
5) Gained limelight as it was preached that rock bands are using evil lyrics subliminally
6) Research has proved that it is of no value in advertisements (Moore et al)
7) Zazonc et al say that experiments using visual priming show measurable effects on our
cognition (baron pg 89)
8) Discuss Bar and Biederman’s experiment 1998.. same and different pictures shown at
same and different place
Entrepreneur syndrome,
Entrepreneur syndrome is common where a person who has built a very large and successful business and
during the process is forced, by the sheer volume of work, to employ people. The fun starts to go when they
become more involved in managing people, dealing with banks and are removed more from the day to day
operation of the business. This can create a feeling of loss or irrelevance. Loss, even though they still own the
business and are enjoying a well above average income from their success.
Some reconcile themselves with their situation and remain attached but not involved. Other may sell, take the
rewards and leave. Many stay and watch the business begin to decline.
This latter group will jump back in and with great vigor begin to rebuilt the business.
When the actions, of this last group, are analyzed we notice two key traits. There are many others but these are
the two most prominent.
First they employ the wrong people and get upset when they do not do what they want them to do. Second they
sabotage their business by over riding their employee's decisions, making changes to the business without
consulting the management, alienating customers and a number of other actions that shrink the size and viability
of the business.
In the end of the day they will say something like this. "The business got into trouble because we had the wrong
people. I got back in and was successful in re-building it".
11. Plasticity of Perception: basically nature vs nurture
1) Perception is plastic in the sense that it can be modified by ourexperience
2) Indication of sensitive period for visual perception.. Riesen reared animals with
translucent glasses on.. after removal, their form perception not normal.. similar with
cases of congenital cataract.. but improves with experience
3) Plastic changes in perception have been matched with plastic changes in brain
4) Modern view: involves both
5) Nature/innate
1. Studies on blind whose vision is medically restored or on neonates
2. CS: neonate showed clear preference for human face like figures(valenza
et al)… this suggests that some features of visual perception are present
since birth
6) Learned nature of perception
1. The famous kitten studies of Blakemoore and cooper ,, baron 122
Training for presonality development –
- Assertivenessdevelopment:behavioristtherapiesforitexist
- Role playing
SCHEDULES OF REINFORCEMENT
2) Schedules of Reif (draw appropriate figures in each case)
1) Simple and compound (could be simultaneous or sequential combination of
2 simple schedules, concurrent if 2 schedules are independent of each
other).. concurrent : mathing law : the rat will distribute its behr between
alternatives in such a way to maximize the reif (it will match the schedules of
reif on both levers)
2) Simple: Continuous and partial
1) Continuous: every correct response rewarded. Extinction fast
3) Partial Reif effect : greater resistance to extinction, specially when put on
variable ratio reif schedule (reason : hope)… before the animal is switched to
partial reif schedule, animals are trained on cont reif schedule to establish
the desired learning
1) Interval Schedule : based on time elapsed from last reif
12. a) Fixed Interval :, scallop, ex. Salary, semester system
b) Variable Interval: high and steady rate of responding, ex.
Surprise test
2) Ratio Schedule : based on no. of responses since last reif
a) Fixed Ratio : rest(post reif pause), high rate, ex. :people
collecting reusables from garbage, salesman get reif this way
that is depending upon the number of items they sale, rapid
burst of activity later
b) Variable ratio : highest and steady response rate; max
resistance to extinction
Detectiontheory, or signal detectiontheory,is a meansto quantifythe abilitytodiscernbetween
information-bearingenergypatterns(calledstimulusinhumans,signal inmachines) andrandomenergy
patternsthat distractfromthe information(callednoise,consistingof backgroundstimuli andrandom
activityof the detectionmachine andof the nervoussystemof the operator).Inthe fieldof electronics,
the separationof suchpatternsfrom a disguisingbackgroundisreferredtoassignal recovery.
Cognitive dissonance theory
One the most popular and well-known social psychological theories, cognitive
dissonance theory explains that
people have a need to maintain cognitive consistency in order to retain a positive self-
image.[3][4] System
justification theory builds off the cognitive dissonance framework, in that it posits people
will justify a social system
in order to retain a positive image of that social system, which in turn could actually
cause more conflict and
dissonance within some people.[2]
Social identity theory
Within social identity theory, when people are presented with intergroup conflict that
threatens their social group
identities, people will justify behaviors like stereotyping and discrimination against
outgroups in order to maintain
their positive group image.[3] This is known as ingroup favoritism. System justification
theorists argue this
framework has not sufficiently addressed instances of outgroup favoritism in
disadvantaged groups, and that this
13. might be in part due to the scope of the theory. Therefore system justification theory
builds off social identity theory
to help account for instances of outgroup favoritism observed in some disadvantaged
group members. That is,
people with outgroup favoritism will hold more positive images of other groups
(outgroups) than the groups they
belong to (ingroups).[3][5]
Social dominance theory
This theory has widely been compared to system justification theory since they are both
system justifying theories.
Social dominance theory focuses on people’s motive to maintain a positive group image
by generally supporting
group-based inequality. And people will have a tendency to either uphold or undermine a
group-based hierarchy
depending on which will lead to a positive group image.[6][7] While this theory focuses
on the group-justification
motive, system justification theory differs in that it focuses on the system-justification
motive.[3]
Belief in a just world
This theory broadly explains that people are inclined to believe the world is generally
fair, and that the outcomes of
people’s behavior are subsequently deserved. This theory assumes that this arises from
people’s belief they have
personal control over their behaviors and outcomes. System justification theory, while
keeping the perspective that
people are inclined to believe the world is just, does not assume that it arises from the
belief of control over
people’s actions. Instead, system justification theory utilizes other processes that will lead
people to desire the
status quo as fair and legitimate.[3]
False consciousness
In order to account for the phenonenmon of outgroup favoritism that is a main component
of system justification,
theorists have derived heavily from the Marxist-feminist theories on the prevailing
ideologies as tools to preserve the
system. In particular, the concept of false consciousness, in which the dominant group in
societybelieves their
dominance to be destined, can help to inform why certain members of disadvantage
groups sometimes engage in
outgroup favoritism.[3]
14. Artificial Intelligence: Artificial Intelligence (AI) is a computer or machine that has been
created to "think" like a human. The idea behind it is that human reasoning can be
understood and defined based on input(your experiences) and output(your actions).
When a human makes a decision, they consider certain important variables. If you can
enter the variables into a computer with AI, you should get a logical response. TURING
TEST
DISCRIMINATION
In a sense itisopposite of generalization
One response toone and differentresponse toanotherstimulus
Exp onpg 145 morgan,fig4.5
Because the tendencytorespondistiedtostimulusthatispresent,discriminationprocessinICis
sometimesreferredtoasStimuluscontrol of behr
S+
andS-
terms
Exp : pigeonsreif foronlyone frequencyof light(learner“goesfor”forone stimulusand“not goesfor”
for the another,hence itissometimescalled“go-no-godiscrimination“)
Ex. We behave differentlyinfrontof prof andour friends
Discriminativestimulus:anystimulussuchasa stop signthat providesanorganismwithacue for
makinga certainresponse inordertoobtainreif
People readilylearntopayattentiontocuesinthe environmentthatreliablysignal certain
consequencesfortheiractions
Discrimination Learning
1) Useful in Explaining judgment, decision making, problem solving and concept
attainment
2) Continuity Theory (Fig) by Spence: development of gradient of excitation& inhibition to
correct and incorrect stimuli. Incremental approach. gradual accumulation of habit
strength
a) Pairing of stimulus with +reif creates excitatory tendencies
b) Pairing of stimulus with -reif creates inhibitory tendencies
15. c) Excitation and inhibition both generalize about stimulus dimension and
algebraically to produce net excitation/ inhibition
d) If net excitation, response tendency and vice versa
3) Non Continuity approach. All or none hypothesis. Focus on attention and info
processing/problem solving behr
a) emphasizes problem solving character of D.L
b) central idea is that learner tries out different hypothesis/strategies,
eventually the problem is solved all at once which enables the learning of the
habit
c) concept formation and attainment : 1) conditioning 2) cog learning
d) non continuity approach can describe
4) Transposition of relational responding: applying relational discrimination principles
applied in one problem to another situation. Exp : “choosing over the relatively dark
spots”(Ref Pg 20 PM).. gestalist views are relational
5) Comparison of continuity and non continuity
Cue reversal during early and late stage of learning process.. discrimination reversal (Ref CN
5/8/2011 or better PM Pg 23).. “over learning reversal effect
GLASS CEILING EFFECT
Only 6 CEO are women in fortune 500 companies
Indian women’s income in 2/3rd
of men’s
Women are not alone in discovering the barrier; minority
males have experienced the same prejudicial treatment.
Unstructured interviews havesex bias as interviewers are more
comfortable with guys (herriot).. ref PM
Speciallyso in male dominated jobs
Causes
1. Vandana and strog..pg 246 SS
2. SFP, stereotype of leadership is male supremacy
3. Difference in Nach expression..fearof success
4. Lack of informal networks..booze friends/mentors
5. Work-home adjustments
16. 6. Lack of self confidence
GROUNDED THEORY
1) Qualitative
2) Comparative analysis
3) INDUCTIVE APPROACH
4) CODES, CONCEPTS, CATEGORY, THEORY
5) A “loose”, less structured method of developing and testing theory
simultaneously than traditional, empirical methodologies. A system of
testing and retesting theories over a period of years
6) Anti-positivist
7) Usually involves qualitative data collection, particularly interviewing
8) Why use grounded theory approach
You may be in an area where there is little or no theory in existence.
You may not agree with existing theories.
You may want to mix qualitative and quantitative data.
You may want to collect a broad range of data beyond more structured
methods. SEARCH MORE YOURSELF