Sentences with phrase «intervention group experienced»

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.

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.

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

Not exact matches

So disheartened by what I experience daily and inspired by your podcast, my husband and I started a free group for local Mainers where we share evidence - based lifestyle interventions for improving health.

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.

Both the control (78 %) and intervention (84 %) group mothers identified their partner as the one who gave them most support for their breastfeeding efforts and both groups experienced similar attachment and engorgement difficulties and sought help from their child health nurse, midwife or lactation consultant for these problems.

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.

The authors recommend that future research test mechanisms that may mediate intervention effects for different racial / ethnic groups, such as different informational needs, experiences, norms, or cultural beliefs.

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 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.

«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.

Of the 32 words reported by the intervention group, 29 reflect positive feelings toward subjects foam rolling experience, compared with only 12 positive words reported by the same subjects once they ceased foam rolling for the third session.

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.

This will offer enormous experience to support the delivery of high quality small group intervention within the classroom.

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.

Experience with one or more of the following: project - based learning, interdisciplinary curriculum, Common - Core, restorative justice, responsive classroom, making and the arts, small group intervention, and service learning.

Hensley rotates her teachers through the intervention groups as well so they can gain experience teaching different reading skills.

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.

I possess strong working knowledge of crises intervention and advanced experience of conducting individual and group therapy activities.

PROFESSIONAL EXPERIENCE YOUTH DRUG REHABILITATION CENTRE, Worcester, MA Behavior Specialist, 4/2010 to Present • Develop and execute goal - oriented group therapeutic interventions.

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.

As a programmed group intervention, PD assumes that all individuals who have experienced the same traumatic stressor have similar needs.

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.107

Through providing a platform for interpersonal interaction between peers with similar life experiences, 41 group psychotherapy enables social learning, a normalisation of experiences and mutual validation among the group.32 This fulfils the supportive - expressive intent of the intervention.

The full intervention group also experienced lower rates of lifetime violence, frequent drinking, and sexual behavior through age 18 years.

The views and perceptions of families will be gained by interviewing 12 intervention group parents representing different cultural and social backgrounds and different experiences (positive and negative) after the programme to gather information on most and least valued aspects of programme, rating of the facilitators, and ways of improving the programme.

Families experiencing difficulties such as these have specific needs, and interventions aimed at these groups may be more targeted when compared with parenting interventions aimed at broader, at - risk groups of parents.

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 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 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.

One or two people who monopolize most of the time without much intervention from the therapist leading the group may make the group a less positive experience for other participants.

Both intervention and control group parents reported experiencing similar difficulties with parenting before the trial started, including feeling isolated, frustrated, stressed, and out of control at times.

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

Demonstrated experience and expertise working with children and parents, with the capacity to undertake group work interventions and a direct therapeutic home visiting service for families at risk.