Sentences with phrase «group treatment of problem»

Not exact matches

I am happy that the writer had the choices that she did... She is also free to decide whether or not she is a Catholic... She however, took an available medication for a health problem... most Catholic facilities recognize such health problems and allow for that treatment... I am completly puzzled, though, that she would not want other Catholics to be able to choose differently than she did... for those people who wish to use contraceptive services and medication, options are open to them... I am not Catholic, did not grow up in a faith based family, and don't know whether a God exists or not... However, to leave a relgious group with no option but to contradict its own tenets is an attempt by those who don't believe in those tenents to mock them, certainly, but more to erode them... this seems the aim of many and when those folks operate from inside the government... that intrusion is an overreach of the govenrment...

I have no problem what so ever with Aethist, they just need to go do thier own thing and not bother anyone else or demand special treatment, there are too many of those groups as it is.

The public campaign invites concerned and interested parents to get more information by attending parenting events, discussions, and conferences; offers group - based interventions for parents with specific interests and concerns; and provides in - depth treatment for parents who have children with serious conduct problems or who have serious problems of their own.

Baby Blues: ~ occurs in 50 - 80 % of moms ~ onset is within the first 10 days postpartum ~ symptoms include sadness, crying, fatigue, sleep problems, feeling overwhelmed, and labile emotions ~ treatment can include support groups and just having someone to listen — but mom should definitely be watched for continuing symptoms of depression

There has been a rapid expansion of group based parent - training programmes for the treatment of children with conduct problems in a number of countries over the past 10 years.

The JOSPONG Group of Companies of Ghana has signed a Memorandum of Understanding (MoU) with Pureco Limited, a Hungarian water resource technology engineering firm, for the design and construction of a state - of - the - art, fully customised wastewater treatment plant (WWTP) in Kumasi to solve the environmental and sanitation problem of the city and its environs.

The JOSPONG Group of Companies of Ghana has signed a Memorandum of Understanding (MoU) with Pureco Limited, a Hungarian water resource technology engineering firm, for the design and construction of a state - of - the - art fully customized wastewater treatment plant (WWTP) in Kumasi, to solve the environmental and sanitation problem of the city and its environs.

Scope of the problem A National Institute of Mental Health (NIMH) study released this spring shows that 14 percent of patients with drug - resistant major depressive disorder experience a remission of symptoms after rTMS treatment compared with a control group, which reported a 5 percent rate of remission.

Another problem is that modeling studies, like this one, are inherently less powerful than other kinds of medical research: randomized clinical trials, the gold standard in medical research, in which patients are randomly assigned different treatments or no treatment; case - control studies, which compare patients who have a condition with those who do not; or cohort studies, which determine the risk of contracting a disease by studying a group of people with similar demographics.

In this study, a group of prominent alcoholism researchers randomly assigned more than 900 problem drinkers to receive one of three treatments over 12 weeks.

They believe that early identification and treatment of sleep problems might help reduce later problems with pain in some groups of emerging adults.

And since so many of the cannabis - primary group resolved their problem without either formal treatment or mutual help organizations like Marijuana Anonymous or Narcotics Anonymous, it will be critical to understand the changes in their lives that helped make recovery possible.»

The typology includes logical problems, algorithmic problems, story problems (which have underlying algorithms with a story wrapper that amounts to an algorithmic problem), rule - using problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault and eliminating a problem space), diagnosis - solution problems (characteristic of medical school and involving small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic performance, case analysis (characteristic of law or business school and involving adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values and which may have no obvious solutions).

The typology includes: logical problems, algorithmic problems, story problems (which are algorithmic problems with a story wrapper), «rule - using» problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault, eliminating a problem space), «diagnosis - solution» problems (characteristic of medical school, which involve small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic - performance, case analysis (characteristic of law or business school, which involve adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values, and which may have no solutions).

After one year of AMSTI implementation, students in the treatment schools scored, on average, two percentile points higher on the SAT 10 mathematics problem solving assessment than their control group counterparts, and the difference was statistically significant.

Callie («ST» for Silent Treatment) is part of Group, teenage girls (make that «guests») hospitalized at Sea Pines (or «Sick Minds») for a variety of psychological «issues» — food, drugs, behavior problems, etc..

In Part 1 of her four - part series on veterinary dermatology in shelter and foster home pets, Clinical Associate Professor of Dermatology, Dr. Karen Moriello, will tackle this tough problem with a special focus on approaches suitable to the limited resources of shelters and rescue groups, and the role of foster families in the treatment of itchy dogs.

This group is devoting considerable human and financial resources to determine the true scope of the problem, the exact cause and the most effective treatment of vaccine - associated sarcomas.

This group was created as part of an effort to «get the word out» about what veterinarians and applied animal behaviorists have to offer pet owners and colleagues in the prevention and treatment of animal behavior problems.

If he determines the best strategy is to obtain professional help for his client, Stephen will choose from a group of available mental health and addiction counselors to obtain for his client an assessment of his or her problem, counseling and / or treatment, and a report outlining the rehabilitative steps taken by the client.

KEY ACHIEVEMENTS • Developed and implemented a series of interventions for a 5 year old with severe behavioral issues, resulting in him mellowing down without the use of medication • Suggested introduction of group therapy sessions to bring patients with behavioral problems (due to chronic illnesses) together, which decreased treatment time considerably • Introduced a special needs assistance unit within the facility, resulting in increased number of patients signing up • Devised a basic intervention plan to treat children with Autism which reduced time and difficulty in developing individualized plans

• Meet with individual clients, families of various dynamics, or groups to discuss problems, diagnose disorders, and create individualized treatment plans.

• Interview patients to determine their specific mental health conditions and problems • Consult with families to obtain physical and mental health histories to assist with evaluation • Provide individual and group therapy by aligning it with both scope of services and productivity expectations • Facilitate individual therapy sessions for younger patients, particularly toddlers and teens • Develop and implement focused treatment plans for patients, depending on their specific requirements

• Reorganize the outpatient coding system and make it more efficient by streamlining information inflow • Successfully reconcile a patient data form, by quickly identifying problems in coding and changing the information before submitting it for insurance approval • Train 2 groups of hew hires in handling CPT and ICD - 9 coding as part of their induction process • Assign codes for diagnosis, procedures and treatments according to specified classification systems • Use technical coding principles to assign appropriate ICD -9-CM diagnosis • Identify chargeable items for outpatient visits and ensure that they are properly entered into the system • Perform reviews of records to assure that all component parts are present, including name, health record number and signatures

Charted and recorded information in client files.Tracked client movement on and off the unit by documenting times and destinations of clients.Checked facility for open windows, locked doors, malfunctioning smoke detectors and other safety hazards.Quickly responded to crisis situations when severe mental health and behavioral issues arose.Efficiently gathered information from families and social services agencies to inform development of treatment plans.Documented all patient information including service plans, treatment reports and progress notes.Collaborated closely with treatment team to appropriately coordinate client care services.Developed comprehensive treatment plans that focused on accurate diagnosis and behavioral treatment of problems.Consulted with psychiatrists about client medication changes, issues with medicine compliance and efficacy of medications.Organized treatment projects that focused on problem solving skills and creative thinking.Referred clients to other programs and community agencies to enhance treatment processes.Created and reviewed master treatment and discharge plans for each client.Guided clients in understanding illnesses and treatment plans.Developed appropriate policies for the identification of medically - related social and emotional needs of clients.Assisted clients in scheduling home visits and phone calls and monitored effectiveness of these activities.Evaluated patients for psychiatric services and psychotropic medications.Monitored patients prescribed psychotropic medications to assess the medications» effectiveness and side effects.Evaluated patients to determine potential need to transfer to specialized inpatient mental health facilities.Administered medication to patients presenting serious risk of danger to themselves and others.Conducted psychiatric evaluations and executed medication management for both inpatient and outpatient facilities.Led patients in individual, family, group and marital therapy sessions.Diagnosed mental health, emotional and substance abuse disorders.Recorded comprehensive patient histories and coordinated treatment plans with multi-disciplinary team members.Consulted with and developed appropriate treatment and rehabilitation plans for dually diagnosed patients.Referenced and used various therapy techniques, including psychodynamic, family systems, cognitive behavioral and lifespan integration psychotherapy.

Among the patients who did continue on the study after withdrawing from the psychoeducation group, the reasons for abandoning it were manic recurrence (7 patients), problems with the group time table (2 patients found a new job during the treatment phase and could not continue coming to the sessions), consent withdrawal or nonacceptance of the group rules (1 patient), interpersonal problems with other group members (1 patient), and depressive recurrence (1 case).

Depending on the nature of your problems, your therapist may also refer you to a psychiatry provider for medication, to one of our therapy groups, or for additional psychological testing to help guide your diagnosis and treatment.

Appropriate topics may include: special populations; diagnosis, assessment, advanced counseling for individuals, groups, or families; theory, research, and practice in addictions; practice or policies relating to addictions; scientifically supported models of treatment, recovery, relapse prevention; continuing care for addiction and substance - related problems; dual diagnosis issues; addictions and domestic violence, violence in the workplace, criminal activity, sexual abuse, child abuse and neglect; counselor wellness, and professional development.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Early adolescents in care / Early treatment goals / ECD principles / Ecological perspective (1) / Ecological perspective (2) / Ecological systems theory / Ecology of a caring environment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts on empathy

/ Patient satisfaction / Partners in assessment / Partnership with parents / Patterns / Peacebuilding / Peer group treatment / Peer pressure (1) / Peer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisation?

The Family Links Nurturing Programme49 (FLNP) has much in common with Incredible Years and the group - based component of Triple P and, like these programmes, meets the criteria for effective parenting programmes specified in the recently updated National Institute for Health and Care Excellence Guidelines for the prevention and treatment of conduct disorder.50 Like Incredible Years and Triple P, FLNP not only covers the principles of positive behaviour management but also addresses the emotional underpinning of problem behaviour and the effect on parenting of the parents» own childhood experiences.

Group interventions and individual treatment of internalizing problems of victims mainly focus on cognitive interventions, general social problem solving and social skills training.

While some evidence exists that group social skills or problem - solving treatment has some benefit in children aged 12 years and younger, concerns exist about group treatment of adolescents diagnosed with CD.

The RCT aims to evaluate the effectiveness of Group Cognitive Behaviour Therapy (CBT) and Self - Help CBT versus no treatment control in managing frequency and problem rating of hot flushes and night sweats.

Heterogeneity within groups of psychiatric patients poses problems for theory, research, and treatment.

Heterogeneity within groups of psychiatric patients who present with the same symptom profile poses problems for theory, research, and treatment.

Conclusions Heterogeneity within groups of psychiatric patients poses problems for theory, research, and treatment.

The control group had to be a waiting list, no treatment or standard treatment; and the study had to use at least one standardised instrument for measurement of child conduct problems for inclusion.

Early Childhood Trauma (2010) National Center for Child Traumatic Stress, Zero To Six Collaborative Group This article summarizes the impact of early childhood trauma, how it is unique, the scope of the problem, symptoms and behaviors in children birth to six, screening and assessment instruments, treatment, and other resources for professionals, families, and caregivers.

A randomized trial of Early Head Start found that a treatment group received more hours of care and had fewer behaviour problems in the preschool years.23 Other experimental preschool studies have found lower rates of behaviour problems, conduct disorder, delinquency, and crime into adulthood among subjects placed in child care earlier in life.9, 24

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study evaluated the effectiveness of Collaborative Problem Solving (CPS) on staff restraint use in a sample of children and adolescents in an inpatient treatment program for severe oppositional defiance and aggressiveness.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Hispanic families with a behavior - problem adolescent were randomly assigned to 1 of 2 conditions: Brief Strategic Family Therapy (BSFT) or group treatment control (GC).

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study evaluated the effectiveness of Positive Peer Culture (PPC) for the treatment of behavioral problems and delinquency in a sample of adolescent males in residential treatment.

Attendees will learn about the theoretical model that provides structure for the group, the 31 techniques that constitute the treatment, and the sequencing of the group techniques to clusters, such as affective education, relaxation training, problem solving, and social skills training.

Children with Sexual Behavior Problems Cognitive - Behavioral Treatment Program: School - Age Group is a family - oriented, cognitive - behavioral, psychoeducational, and supportive treatment group designed to reduce or eliminate incidents of sexual behavior pProblems Cognitive - Behavioral Treatment Program: School - Age Group is a family - oriented, cognitive - behavioral, psychoeducational, and supportive treatment group designed to reduce or eliminate incidents of sexual behavior Treatment Program: School - Age Group is a family - oriented, cognitive - behavioral, psychoeducational, and supportive treatment group designed to reduce or eliminate incidents of sexual behavior probGroup is a family - oriented, cognitive - behavioral, psychoeducational, and supportive treatment group designed to reduce or eliminate incidents of sexual behavior treatment group designed to reduce or eliminate incidents of sexual behavior probgroup designed to reduce or eliminate incidents of sexual behavior problemsproblems:

Individual and group counseling include a variety of treatments used to treat behavioral health problems.

The goals of Children with Sexual Behavior Problems Cognitive - Behavioral Treatment Program: School - Age Group are:

The research goals of the training were that the Treatment group relative to the Control group would improve as a result of the training in five broad areas (Anger management, Degree of hurt, Forgiveness as a problem solving strategy, Forgiveness of interpersonal hurt and Psychosocial functioning).

Our licensed, experienced therapists offer help in Bellevue for: • Adults • Couples • Families • Children • Adolescents Our therapy options include therapy for: • Trauma • Attachment Problems • Anxiety • Addiction • Depression • Bipolar • Suicidality • Continuing Care for Inpatient Treatment • Child and Adolescent Issues • And more Our types of treatment include: • Couples Counseling • Alternative & Mindfulness Based Chemical Dependency Treatment • Over 50 Opiate Replacement / Detox / Maintenance Psychotherapy Group • Somatic Experiencing Body Psychotherapy For Trauma and High Stress • Cognitive Behavioral and Dialectical Behavioral Therapy • Gottman Method Relationship Counseling • Family Therapy and Education • Co-Occurring Primary Chemical Dependency Treatment (Both IOP and OP) • Group Therapy AnTreatment • Child and Adolescent Issues • And more Our types of treatment include: • Couples Counseling • Alternative & Mindfulness Based Chemical Dependency Treatment • Over 50 Opiate Replacement / Detox / Maintenance Psychotherapy Group • Somatic Experiencing Body Psychotherapy For Trauma and High Stress • Cognitive Behavioral and Dialectical Behavioral Therapy • Gottman Method Relationship Counseling • Family Therapy and Education • Co-Occurring Primary Chemical Dependency Treatment (Both IOP and OP) • Group Therapy Antreatment include: • Couples Counseling • Alternative & Mindfulness Based Chemical Dependency Treatment • Over 50 Opiate Replacement / Detox / Maintenance Psychotherapy Group • Somatic Experiencing Body Psychotherapy For Trauma and High Stress • Cognitive Behavioral and Dialectical Behavioral Therapy • Gottman Method Relationship Counseling • Family Therapy and Education • Co-Occurring Primary Chemical Dependency Treatment (Both IOP and OP) • Group Therapy AnTreatment • Over 50 Opiate Replacement / Detox / Maintenance Psychotherapy Group • Somatic Experiencing Body Psychotherapy For Trauma and High Stress • Cognitive Behavioral and Dialectical Behavioral Therapy • Gottman Method Relationship Counseling • Family Therapy and Education • Co-Occurring Primary Chemical Dependency Treatment (Both IOP and OP) • Group Therapy AnTreatment (Both IOP and OP) • Group Therapy And More...