Sentences with phrase «in the intervention group experienced»

Adolescents in the intervention group experienced a slight downward trend in their weight compared with their also mostly overweight peers who continued to trend slightly upward.

Results indicated that participants in the intervention group experienced a reduction in serious crimes during the year of treatment, and both groups demonstrated reduced rates of offending during the follow - up years.

Not exact matches

The evaluation sheet completed at the end of the session by the fathers in the intervention group, concurred and revealed that most men had a positive, informative experience; 99 % felt the presentation was relevant and the presenters appropriate.

Five patients in the intervention group (1.4 percent) experienced serious adverse cardiac events within 24 hours of the end of the intervention period compared with none in the usual care group.

In a recent intervention at Northwestern by Nicole M. Stephens and her colleagues, some first - year students attended a panel in which other students discussed their experiences by drawing attention to difference (the experimental group)-- in this case, their status as first - generation college studentIn a recent intervention at Northwestern by Nicole M. Stephens and her colleagues, some first - year students attended a panel in which other students discussed their experiences by drawing attention to difference (the experimental group)-- in this case, their status as first - generation college studentin which other students discussed their experiences by drawing attention to difference (the experimental group)-- in this case, their status as first - generation college studentin this case, their status as first - generation college students.

One year after completing the intervention, women in the EAAA program experienced 46 % fewer completed rapes and 63 % fewer attempted rapes than women in the control group.

As a result, women in the DOVE intervention group experienced an average of 20 - 30 fewer instances of violence compared to non-participants.

«Exploratory analyses of several secondary outcomes indicated that the sedation protocol was associated with a difference in patients» sedation experience; patients in the intervention group were able to be safely managed in a more awake and calm state while intubated, receiving fewer days of opioid exposure and fewer sedative classes without an increase in inadequate pain or sedation management or clinically significant iatrogenic [consequence of treatment] withdrawal compared with patients receiving usual care, but they experienced more days with reported pain and agitation, suggesting a complex relationship among wakefulness, pain, and agitation,» the authors write.

She is experienced in providing evidence - based interventions through individual, group, family, and behavioral...

Over the course of 16 weeks, those in the intervention group who ate a low - fat plant - based diet experienced the following metabolic changes:

Seven people in the intervention group were living with type 2 diabetes, all of which experienced a reduction in A1c values (a marker of 3 - month average blood glucose), and half of them discontinued all medications.

Among variety of group interventions, International KidSuccess» cultural adjustment groups play a key role in helping refugee youth recognize that they are not alone in their past experiences and current cultural adjustment struggles.

The girls in the treatment group «were more likely both to experience a birth and to have an abortion before the age of twenty than those who hadn't had the intervention,» writes Greenberg.

Qualification and experience include: differentiate curriculum and provide large and small group intervention support for students based on assessment data, ensuring student IEP goals are being met and collaborate with the Special Education Coordinator to ensure students have goals that accurately reflect the areas for growth noted in assessment data.

Engage in flexible grouping, by target, by student so that all learners experience both enrichment and intervention strategies.

The School Counseling internship experience engages students in a multitude of school counseling activities including brief individual counseling; group counseling; teacher, administrator, and guardian consultation; and systemic interventions.

All of the following conditions must be met: (1) the intervention is individualized; (2) intensive interventions are led by well - trained staff experienced in individualizing instruction based on student data; and (3) the group size is optimal (according to research) for the age and needs of students.

The project will have two main components: (1) The implementation of a model, named «The Link Crew High School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).»

His results were striking: after one semester, students who were randomly assigned to experience the intervention achieved a significantly higher GPA than students in the control group.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

Create Resume Jean Barrow 100 Broadway LaneNew Parkland, CA, 91010Cell: [phone] [email protected] Professional Summary Accomplished Social Worker experienced in program development, therapy with at - risk children and adolescents, group sessions and crisis intervention.

Professional Experience Sacred Heart Rehabilitation Center (City, ST) 11/2008 — Present Early Intervention and Prevention Specialist / Medical Case Manager • Led public education in HIV and communicable disease spread, impact, and management • Counseled clients and the public on issues of substance abuse and overdose prevention • Created and executed large scale education presentations and small group training sessions • Tailored curriculum to reach people of varied backgrounds, learning styles, and abilities • Administered HIV testing and provided client counseling • Generated insight into relationship management, education, and grief counseling

Primary care clinicians may also learn from experiences with their quality improvement patients and carry this learning over to patients in the usual care group, again resulting in a conservative estimate of the intervention effect.

For example, among participants who were sexually experienced at baseline, those in the 12 - hour combined abstinence and safer - sex intervention reported less sexual intercourse in the previous 3 months at the 6 -, 12 -, 18 - and 24 - month follow - up than the control group.

The economic analysis will use a cost consequences analysis from a government - as - payer perspective.66 It will compare any additional costs experienced over the first 2 years of children's lives in the intervention group compared with the usual care group, to the changes in the multiple outcome measures at 2 years described in table 2.

Mothers who were psychosocially distressed antenatally, first - time mothers and mothers born overseas who received intervention, however, were more likely to report a more positive experience of being a mother than those same subgroups of mothers in the comparison group.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

I am your neighbour / Ideas about the family / Ideals and limitations / Identities / Identity and relationship / Identity vs role confusion / Image of social care / Immediacy / Impediments to permanency / Importance of cooperation / Importance of fathers / Impulsivity and irrational beliefs / In - between / Including families / Inclusion / Independent living / Independent living skills / Indications for treatment / Individual and residential treatment / Individual antisepsis / Individual demands / Individual differences / Individual experiences / Individual recognition / Individual sessions / Individuals and groups / Indoor noise / Indulging the deprived child / Inner pain / Inner world / Innovative book / Insecure attachment / Inside kid / Institutional care in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too loIn - between / Including families / Inclusion / Independent living / Independent living skills / Indications for treatment / Individual and residential treatment / Individual antisepsis / Individual demands / Individual differences / Individual experiences / Individual recognition / Individual sessions / Individuals and groups / Indoor noise / Indulging the deprived child / Inner pain / Inner world / Innovative book / Insecure attachment / Inside kid / Institutional care in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too loin Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too loin relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too long

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 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 Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts on empathy

The qualifications, experience, motivation, commitment and abilities of nurses in the intervention group may have been different to those providing usual care.

Fostering Resilient Coping in Children Exposed to Violence: Cultural Considerations Graham - Bermann & Halabu (2004) In Protecting Children From Domestic Violence: Strategies for Community Intervention View Abstract Uses examples from two culturally competent groups for children to illustrate the need to understand the wide range of circumstances experienced by children, the role of the therapist, the appropriateness of interventions, and the importance of recognizing positive aspects of the child's culturin Children Exposed to Violence: Cultural Considerations Graham - Bermann & Halabu (2004) In Protecting Children From Domestic Violence: Strategies for Community Intervention View Abstract Uses examples from two culturally competent groups for children to illustrate the need to understand the wide range of circumstances experienced by children, the role of the therapist, the appropriateness of interventions, and the importance of recognizing positive aspects of the child's culturIn Protecting Children From Domestic Violence: Strategies for Community Intervention View Abstract Uses examples from two culturally competent groups for children to illustrate the need to understand the wide range of circumstances experienced by children, the role of the therapist, the appropriateness of interventions, and the importance of recognizing positive aspects of the child's culture.

Three intervention and four control group members each attended a focus group and provided positive feedback on their experiences of taking part in the study.

Basically, the decrease in relationship health that most people experience was halted for the group of couples that went through the reappraisal intervention.

According to Meys5 (a child psychiatrist in private practice with extensive experience of treating young sex offenders and their families), effective interventions include peer group therapy, cognitive behaviour therapy, the social skills approach, group therapy, and multisystemic therapy — including individual, family, and peer relationships.

Nurses» Role and Experiences as Group - Leaders in a Group Intervention for Women after Gynecological Cancer

Parenting programmes are recommended by the National Institute for Health and Care Excellence (NICE) as evidence - based interventions for several child psychological problems including for parents of children with ASD8 and children with intellectual disability.9 Group - based parent programmes can be effective in reducing behavioural problems in children with ASD, 10 improving dysfunctional parenting styles, 10 increasing parents» ability to facilitate their children's development of communication skills11, 12 and increasing children's vocabulary.11 Group parent programmes also have the added benefit of providing social support for the parents.13 This is especially important given that parents of children with ASD are more likely to experience depression and stress, particularly parents of young children and of children with high levels of behavioural problems.4 — 6 Therefore, group interventions show promise as a valuable resource to help parGroup - based parent programmes can be effective in reducing behavioural problems in children with ASD, 10 improving dysfunctional parenting styles, 10 increasing parents» ability to facilitate their children's development of communication skills11, 12 and increasing children's vocabulary.11 Group parent programmes also have the added benefit of providing social support for the parents.13 This is especially important given that parents of children with ASD are more likely to experience depression and stress, particularly parents of young children and of children with high levels of behavioural problems.4 — 6 Therefore, group interventions show promise as a valuable resource to help parGroup parent programmes also have the added benefit of providing social support for the parents.13 This is especially important given that parents of children with ASD are more likely to experience depression and stress, particularly parents of young children and of children with high levels of behavioural problems.4 — 6 Therefore, group interventions show promise as a valuable resource to help pargroup interventions show promise as a valuable resource to help parents.

She is a Licensed Professional Counselor Supervisor with clinical experience that includes group, individual, marital and family therapy in residential and outpatient settings as well as working EAP, university counseling and crisis intervention.

April 21st & 22nd - Introduction to the GST Model, co-therapist collaboration, psycho - education in group, facilitating re-family corrective emotional experiences, group interventions for the Child Modes, anger expression in group and play

The training combines brief didactic presentation with demonstrations and practice so that participants can experience the interventions, reflect upon their experience and the potential use with their clients individually and in groups.

Participants will have the opportunity to enjoy themselves in experiencing the variety of creative interventions used in child - adolescent Group Schema therapy.

She is psychotherapist and group facilitator with over 15 years of experience in developing, organizing, and leading dance and expressive arts interventions with a great care of clients» mental outlooks and physical well - beings

A minimum of two years full - time, or equivalent part - time (3360 hours), post masters supervised clinical experience with individuals, family groups, couples, groups or organizations (public or private) for the purpose of assessment and intervention in a clinic or hospital licensed by the Commonwealth of Massachusetts Department of Mental Health accredited by the Joint Commission on Accreditation of Health Care Organizations or an equivalent center or institute, or under the direction of an approved supervisor.

After earning a Master's Degree from the University of Illinois at Chicago, in 1993, I began treating adolescents and families struggling with emotional and behavior issues.I have experience working in, and outside the public school system providing need based services in crisis intervention, individual counseling, group counseling and family counseling.

Understanding how youth's sharing of their stories, and how those are experienced by others in the group, would further knowledge about how narrative identity development evolves and how social interventions can effectively influence the process.

In this introductory class, we will experience and discuss the major concepts and interventions of Gestalt therapy, highlighting the importance of the dialogic therapist / client relationship, awareness, body cues and breathing, imagery, paradox, polarities, and the use of chairwork, dreamwork and group work.

Analyses regarding the KEEP intervention found that those in the intervention group were nearly twice as likely to experience a positive placement exit as the control group, but were no more or less likely to experience a negative exit as the control group.

My work in two major psychiatric hospitals as well as a crisis intervention program at a local mental health center provided me with extensive experience delivering individual, family and group therapy to adults.

Although the nurses in the intervention group did as well overall as the psychologists, they had less general mental health treatment experience than did the psychologists.

The model incorporates cognitive behavioral and psychodrama interventions, allowing group members to identify and modify negative thinking, behavior, and interpersonal patterns while increasing engagement in positive and success - based experiences (Treadwell, Dartnell, Travaglini, Staats & Devinney, 2016).

Dr. Long is a licensed clinical psychologist in Massachusetts and Rhode Island and has experience developing and delivering psychotherapy interventions for individuals, families, and groups across outpatient, inpatient, medical, school, and forensic settings.