Social Skills Training for Drug Prevention in High-Risk Female Adolescents

Background.The effectiveness of social skills training/social network restructuring in the primary and secondary prevention of drug use was examined in a multiethnic cohort of 296 female adolescents ages 14 to 19 years who were pregnant or parenting and/or at risk for drug use.Methods.Subjects were randomly assigned to one of two conditions: (a) PALS Skills Training or (b) a control intervention involving no skills training. PALS Skills Training is a combination of cognitive and behavioral techniques to improve social skills and to restructure the teens' social network. All students also participated in a 16-week normative education “Facts of Life” course.Results.The prevalence of alcohol and any drug use increased significantly over the three assessment periods in the PALS Skills group but not in the No Skills group. Teens in the PALS Skills group who reported no drug use at baseline were 2.9 times as likely to be using marijuana than teens in the No Skills group at 3 months postintervention. PALS Skills Training was no more effective in the secondary prevention of drug use than the control intervention.Conclusions.Social skills training was found to be ineffective as a means of primary prevention among non-drug-using high-risk adolescents and may even be counterproductive as a means of primary prevention of marijuana use in this population. When combined with normative information on drug use prevalence, acceptability, and hazards, social skills training is no more effective as a means of secondary prevention than normative education alone.     

Effects of a brief worksite stress management program on coping skills, psychological distress and physical complaints: a controlled trial

Objectives: To examine the effects of single-session, small-group stress management program on knowledge about stress, coping skills, and psychological and physical distress. Methods: A total of 300 employees from a company in western Japan were invited to participate in the study. Those who consented to enter the study were assigned to an intervention (n=149) or waiting list control group (n=151). Participants in the intervention group received a small-group stress management program. The program was primarily aimed at increasing knowledge about stress and improving coping skills. To investigate the intervention effect, change scores in outcome variables were calculated by subtracting the scores at pre-intervention from those at post-intervention (8 weeks after the pre-intervention survey). Next, the difference in the scores between groups was examined using analyses of covariance (ANCOVA) with the pre-intervention score as the covariate. Results: Favorable intervention effects were found on knowledge about stress and on coping skills (P<0.001 and P=0.012, respectively) and adverse effects on psychological distress (P=0.022). However, this adverse effect on psychological distress did not exist among those who initially perceived higher levels of job control. Conclusion: The single-session stress management program was effective on improving knowledge about stress, and coping skills, where job control moderated the effect of the program on psychological distress.     

长期住院慢性精神分裂症患者社会技能训练效果评价

目的探讨社会技能训练对长期住院的慢性精神分裂症患者社会功能的影响。方法在山西省荣军精神康宁医院长期住院的慢性精神分裂症患者中选取符合入组标准和排除标准的82人,随机分为干预组40人和对照组42人。干预组按顺序实施语言训练、角色训练和职业技能培训,疗程12个月。干预前1个月内和干预后1个月内,采用大体评定量表（GAS）、日常生活能力量表（ADL）、简易智力状态检查（MMSE）、住院精神病人社会功能评定量表（SSPI）和阴性症状评定量表（SANS）对两组患者的精神症状、社会功能和生活自理能力进行评估。结果两组患者在年龄、病程、疾病亚型、抗精神病药物、阳性家族史等方面的差异均无统计学意义（P〉0．05）。干预后,干预组GAS、ADL、SSPI和SANS得分优于对照组,差异有统计学意义（P〈0．05）,MMSE得分与对照组的差异无统计学意义（P〉0．05）。干预组自身比较,干预后SSPI、ADL、GAS、SANS量表得分显著优于干预前（P〈0．05）。结论社会技能训练能较好的缓解慢性精神分裂症患者的精神症状,改善其社会功能和日常生活能力,降低或延缓精神残疾,是较为有效的精神康复措施。     

Incorporating a movement skill programme into a preschool daily schedule

Children's participation in physical activity is a leading health indicator to combat obesity and sedentary lifestyles. The challenge to battle this problem is placed in the hands of early childhood educators. However, there is little evidence that early childhood educators have the skills and knowledge to design and implement appropriate movement practices for young children. The purpose of this study was to assess the effectiveness of a movement programme implemented by classroom teachers. Participants were 33 preschoolers. The BOT-2 test was used to assess children's motor skills. Results showed that improvement in motor proficiency was observed in both the control (p?=?.02) and experimental (p?=?.001) groups. However, the improvement observed in the experimental group was significantly greater than the control group (p?=?.04). Acceptability of the intervention questionnaire responded to by teachers showed that the intervention was easy to implement and beneficial to the children.     

Integrating life skills into a theory-based drug-use prevention program: effectiveness among junior high students in Taiwan

BACKGROUND: Drug use has been noted among students in Taiwan during the past decade and schools have a role in preventing or delaying students' drug use. We developed and evaluated a school‐based, drug‐use prevention program integrating the theory of planned behavior (TPB) and life skills for junior high school students. METHODS: We recruited 441 seventh graders from randomly selected schools: N = 143 experimental groups, N = 142 conventional groups, and N = 156 control groups. The experimental group received ten 45‐minute sessions of theory‐based interventions. The conventional group got traditional didactic teaching and drug refusal skills. The control group received no intervention. RESULTS: Compared to the control group, experimental group students showed greater improvement in attitude, subjective norm, perceived behavioral control, life skills, and intention not to use drugs. Compared to the conventional group, the experimental group had significantly higher posttest scores for 4 of the 5 outcomes, including life skills (96.53 vs. 90.92, p < .001), attitude (27.43 vs. 24.40, p = .012), subjective norm (29.51 vs. 28.06, p = .002), and perceived behavioral control (18.59 vs. 16.81, p < .001). The conventional group scored significantly higher in behavioral intention than did the control group. CONCLUSION: Study results demonstrated the effectiveness of a drug‐use prevention program integrating the TPB and life skills.     

Relationship Interventions During the Transition to Parenthood: Issues of Timing and Efficacy

This study evaluated the efficacy of the Prevention and Relationship Enhancement Program (PREP) adapted for Danish couples expecting their first child. Couples were recruited consecutively through a public maternity ward (N = 290). On the basis of due dates, they were allocated to (a) PREP, (b) an information‐based control group (INFO), or (c) naturally occurring care. Approximately half of the couples accepted program invitations. Across 24 months, all 3 groups declined in relationship satisfaction, and no significant differences were found between PREP and INFO or between PREP and the natural condition. Negativity decreased from pre‐ to posttest for women in the PREP condition, but this was not significantly different from the women in the INFO condition. Findings revealed that communication skills training was not effective during pregnancy, and no intervention was successful at preventing the decline in satisfaction during the transition to parenthood. This study suggests that pregnancy may not be an optimal time for relational interventions like PREP.     

Does patient feedback improve the consultation skills of general practice trainees? A controlled trial

Medical Education 2010: 44 : 156–164 Context This study aimed to assess if an additional patient feedback training programme leads to better consultation skills in general practice trainees (GPTs) than regular communication skills training, and whether process measurements (intensity of participation in the programme) predict the effect of the intervention. Methods We carried out a controlled trial in which two sub‐cohorts of GPTs were allocated to an intervention group (n = 23) or a control group (n = 30), respectively. In 2006, allocated first‐year GPTs in the VU University Medical Centre attended a patient feedback training programme in addition to the regular communication skills training. The control group attended only regular communication skills training. Trainees were assessed by simulated patients who visited the practices and videotaped the consultations at baseline and after 3 months. The videotapes were randomly assigned to eight trained staff members. The MAAS‐Global Instrument (range 0–6) was used to assess (a change in) trainee consultation skills. Results were analysed using a multi‐level, linear mixed‐model analysis. Results Data on 50 GPTs were available for the follow‐up analysis. Both intervention group and control group GPTs improved their consultation skills: mean MAAS‐Global scores for all participants were 3.29 (standard deviation [SD] 0.75) at baseline and 3.54 (SD 0.66) at follow‐up (P = 0.047). The improvement in MAAS‐Global scores in the intervention group did not differ significantly from the improvement in the control group. The analysis showed a trend for intensity of participation in the patient feedback programme to predict greater improvement in MAAS‐Global scores. Discussion Although the baseline scores were already in the high range, consultation skills in both groups improved significantly. This is reassuring for current teaching methods. The patient feedback programme did not improve consultation skills more than regular communication skills training. However, a subgroup of GPTs who participated intensively in the programme did improve their consultation skills further in comparison with the less motivated subgroup.     

团队生活技能训练在社区精神障碍患者康复中的应用

目的探讨团队生活技能训练模式对社区精神障碍患者康复的有效性。方法采用随机数字表法将86例社区精神障碍患者分为干预组及对照组,2组患者均给予常规康复训练,干预组在此基础上辅以团队生活技能训练。分别于治疗前、治疗4周后采用日常生活活动功能量表（ADL）对2组患者训练进行疗效评定。结果训练后干预组患者ADL量表总分与对照组间差异有统计学意义（P〈0.05）。结论团队生活技能训练模式能明显改善社区精神障碍患者人际交往能力,对提高患者日常生活能力有积极作用。     

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

Introduction: Many of the residents who supervise medical students in clinical practice are unfamiliar with the principles of effective supervision. Training in teaching skills is therefore seen as an effective strategy to improve the quality of clinical supervision. Method: Twenty seven medical residents were matched and assigned to an experimental group (n = 14) and a control group (n = 13). The experimental group participated in a two-day workshop on teaching skills. Using standardized questionnaires, the teaching abilities of all participants were assessed anonymously by medical students, before and after the workshop, to determine for any effect of the intervention. Results: A significant improvement in the teaching abilities of the medical residents in the experimental group was observed following the workshop (t=−2.68, p=0.02). The effect size within the experimental group was large (d=1.17), indicating that the workshop led to a measurable positive change in the medical residents’ teaching abilities. The effect size estimated from the post intervention scores on teaching ability of the two groups showed a moderate improvement (d=0.57) in the experimental group compared with the control group. Discussion: Medical students rated the teaching abilities of the workshop participants after the training more highly than those of the residents in the control group. The ability to adjust teaching to the needs of the students and teach effective communication and diagnostic clinical skills were among the features that characterized effective teaching. Properly designed, teacher-training workshops could be effective and feasible methods to improve the quality of teaching by medical residents.     

Improving Willingness to Try Fruits and Vegetables and Gross Motor Skills in Preschool Children in Guam

Early childhood interventions have the potential to promote long-term healthy eating and physical activity habits to prevent obesity. However, research studies including indigenous young children are lacking. This study examined the effectiveness of the Food Friends^®: Fun with New Foods™ and Get Movin’ with Mighty Moves™ (FFMM) curricula on willingness to try fruits and vegetables (FV) and gross motor (GM) skills among preschoolers in Guam. A pre-post community-based study included preschoolers from Head Start (HS), gifted and talented education (Pre-GATE), and Pre-Kindergarten programs during school years (SY) 2017–2018 and 2018–2019. In SY2017–2018, the intervention group had a significant increase in imported FV when compared with the other three groups. No significant differences between groups were found on the other FV scales. Regarding gross motor skills, no significant differences between groups were found. In SY2018–2019, the intervention group had a significant increase in all FV scales except imported FV when compared with the enhanced intervention group. With gross motor skills, no significant differences were found between groups on its progress. These results warrant FFMM adaptations for the prevention of obesity among Guam preschoolers.     

Peer-assisted versus faculty staff-led skills laboratory training: a randomised controlled trial

Objectives Although peer‐assisted learning (PAL) is widely employed throughout medical education, its effectiveness for training in technical procedures in skills laboratories has been subject to little systematic investigation. We conducted a prospective, randomised trial to evaluate the hypotheses that PAL is effective in technical skills training in a skills laboratory setting, and PAL is as effective as faculty staff‐led training. Methods Volunteer Year 3 medical students were randomly assigned to one of three groups. Two of these received regular skills training from either cross‐year peer tutors or experienced faculty staff. Following training, both groups were assessed using an objective structured clinical examination (OSCE) (three stations assessing various injection techniques) which was video‐recorded. Two independent video assessors scored the OSCEs using binary checklists and global ranking forms. A third student group was assessed prior to training and served as a control group. Results A total of 89 students (mean age 23.0 ± 0.2 years; 41 male, 48 female) agreed to participate in the trial. Confounding variables including prior training as a paramedic or previous experience in performing the technical procedures did not significantly differ between the three study groups. In the OSCE, PAL (58.1 ± 1 binary points, 4.9 ± 0.1 global ranking points) and faculty‐led groups (58.3 ± 1 binary points, 4.7 ± 0.1 global ranking points) scored significantly higher than the control group (33.3 ± 1 binary points, 2.7 ± 0.1 global ranking points; all P < 0.0001). There was no significant difference between the PAL and faculty‐led groups (P = 0.92 for binary checklists, P = 0.11 for global rankings). Conclusions Peer‐assisted learning is a successful method for learning technical procedures in a skills laboratory setting and can be just as effective as the training provided by experienced faculty staff.     

Evaluating a community-based walking intervention for hypertensive older people in Taiwan: a randomized controlled trial

OBJECTIVE: To study the effect of a community-based walking intervention on blood pressure among older people. METHOD: The study design was a randomized controlled trial conducted in a rural area of Taiwan between October 2002 and June 2003. A total of 202 participants aged 60 years and over with mild to moderate hypertension was recruited. Participants randomized to the intervention group (n=102) received a six-month community-based walking intervention based on self-efficacy theory. A public health nurse provided both face-to-face and telephone support designed to assist participants to increase their walking. Control group participants (n=100) received usual primary health care. Primary outcome was change in systolic blood pressure and secondary outcomes were exercise self-efficacy, self-reported walking and diastolic blood pressure. RESULTS: At six-month follow-up the mean change in systolic blood pressure was a decrease of 15.4 mmHg and 8.4 mmHg in the intervention and control group, respectively. The difference in mean change between the two groups was -7.0 mmHg (95% CI, -11.5 to -2.5 mmHg, p=0.002). Improvement in exercise self-efficacy scores was greater among intervention group participants (mean difference 1.23, 95% CI, 0.5 to 2.0, p=0.001). Intervention group participants were more likely to report walking more (p<0.0005) but no differences were observed in diastolic blood pressure (p=0.19). CONCLUSIONS: Among hypertensive older people, a six-month community-based walking intervention was effective in increasing their exercise self-efficacy and reducing systolic blood pressure.     

Church-based telephone mammography counseling with peer counselors

Little is published about step-by-step implementation of telephone counseling interventions to promote community-based health activities. This article describes the authors' experience of implementing a church-based telephone mammography counseling intervention with peer counselors representing three principal racial or ethnic groups: African American, Latino, and Anglo (White). Twenty-six women from 12 churches in the Los Angeles area were recruited and trained to deliver the counseling annually over a two-year period to 570 women participants who were recruited from participating churches (n = 15). The counseling sessions were conducted from church-based telephone centers in key geographic locations in our program area. Training and supervision proved challenging: most of the Latino counselors had fewer than seven years of education and spoke only Spanish, while most of the other counselors had at least some college and spoke only English. Culturally specific and small group interactions, role plays, and a more modular approach to training were the most effective ways to enhance counselors' skills. Latina participants' mammography adherence rates were lowest, and their barriers reflected their low socioeconomic status; as Latina counselors shared basic information about mammograms and where to obtain them at little or no cost, the counseling exchanges tended to be nonconflictive and supportive. Black and White participants were generally more knowledgeable and adherent with screening guidelines than Latinas. We found that it was possible to implement this intervention with diverse groups and conclude with lessons learned that may inform others considering such a strategy.     

Effect of Concept Mapping Education on Critical Thinking Skills of Medical Students: A Quasi-experimental Study

BackgroundFostering critical thinking (CT) is one of the most important missions in medical education. Concept mapping is a method used to plan and create medical care through a diagrammatic representation of patient problems and medical interventions. Concept mapping as a general method can be used to improve CT skills in medical students. The aim of this study was to explore the effect of concept mapping on CT skills of medical students.MethodsThis quasi-experimental study was conducted on 100 second-year medical students which take an anatomy course. Participants were randomly assigned into a control group (lecture-based) and an intervention group (concept mapping). CT levels of medical students were assessed using the California Critical Thinking Skills Test. Data were analyzed using independent sample t-test.ResultsBefore intervention, CT scores of the intervention and control groups were 6.68 ± 2.55 and 6.64 ±2.74, respectively, and after intervention, they were 11.64 ±2.29 and 10.04 ± 3.11, respectively. Comparison of mean score differences for both groups before and after intervention demonstrated that CT scores in the experimental group significantly increased after intervention (P=0.021).ConclusionsMedical students who were taught through concept mapping showed an increase in CT scores, compared with those in the control group. Medical students require effective CT skills in order to make sound knowledge-based assessment and treatment choices during patient care. Therefore, instructors and planners of medical education are expected to apply this educational strategy for developing CT skills in medical students.     

Test-enhanced learning may be a gender-related phenomenon explained by changes in cortisol level

Medical Education 2011: 45 : 192–199 Context Testing increases memory of a topic studied more than additional study or training. The mechanisms by which this occurs are not clearly understood. Testing can be stressful and studies suggest that the stress hormone cortisol has modulating effects on memory, predominantly in men. The aim of this study was to investigate whether cardiopulmonary resuscitation (CPR) skills testing induce a cortisol increase, whether the cortisol increase enhances retention of CPR skills, and how this relates to gender. Methods We randomised a convenience sample of medical students attending a mandatory course to one intervention and one control group. Students received a 4‐hour course on CPR skills. During the final half‐hour of the intervention course, participants were tested in CPR scenarios, whereas the control group underwent additional training. We assessed learning outcomes 2 weeks later by rating student performance in a CPR scenario using a checklist and a single blinded assessor. We measured salivary cortisol pre‐course, half an hour before the end of the course and post‐course, and compared learning outcomes and cortisol responses between groups and genders. Results In total, 146 of 202 (72%) students completed the study. We found a significant difference in learning outcome between the intervention and control groups for both genders (mean ± standard deviation, 5.0 ± 3.5; p = 0.006). We found a significant effect of increase in cortisol on learning outcome in men. The correlation between learning outcome and cortisol increase was medium to large for men (r = 0.38), but not for women (r = ? 0.05). Conclusions Cardiopulmonary resuscitation skills testing induces a rise in cortisol in men, which is related to the better retention of skills in men. Cortisol modulates test‐enhanced learning in men.     

行为矫正对儿童注意缺陷多动障碍的干预作用

目的 观察基于社会技能训练的“行为矫正”对儿童注意缺陷多动障碍(ADHD)的干预效果,为临床治疗提供参考依据。方法 将100例ADHD患儿随机分为干预组和等待组各50例。给予干预组为期12周的社会技能训练,同时应用以“正性强化”为主的多种“行为矫正”策略。采用ADHDRS-Ⅳ-Parent量表和Rutter父母问卷分别于基线和干预结束后进行行为评定,并对干预效果进行评价。结果 干预组儿童干预后ADHDRS-Ⅳ-Parent量表的总分和注意缺陷分、多动/冲动分均显著下降(P＜0.01),其中多动/冲动分的降分率高于注意缺陷分;Rutter父母问卷的总分和A分、N分均明显降低(P＜0.01或＜0.05);患儿、家长和老师均认为满意,其中患儿的满意率最高,老师的满意率最低。结论 “行为矫正”训练对治疗ADHD有较好的干预效果。     

The Effect of Task Goal on Cross-Transfer in a Supination and Pronation Task

The aim of this study was to determine whether the motor performance in a cross-transfer training design was influenced by having a goal associated with the training task. In this pre-test, training (unilateral), post-test design, 60 right-handed participants 18–62 years old were randomly assigned to a practice or a control group. The task involved cranking resistive wing nuts in and out of a test device. Participants who trained their left limbs had a greater pre-test post-test difference than participants in the control group (p<0.0001). A significant cross-transfer effect was detected in the left crank-in practice group (p=0.0090 for) but not in the left crank-out practice group, (p=0.3676). The practice groups’ pre- and post-test difference in the untrained limb's performance was significant depending on the goal of the task (p=0.0214 for left crank-in practice group, p=0.0034 for left crank-out practice group). This study supports the occupational therapy core belief that participating in goal-oriented occupations can enhance motor performance. Cross-transfer effects were not bound to the contralateral homologous trained muscle groups, rather, it was the untrained muscle groups associated with the goal of the task that demonstrated the best performance in the time task.     

照顾者技能培训对改善孤独症患儿症状及父母心理防御机制的研究

目的 探究照顾者技能培训对改善孤独症患儿症状及父母心理防御机制的有效性,为孤独症患儿临床干预提供依据。方法 选取2021年5—11月在重庆某三甲儿童医院就诊并确诊的120名孤独症谱系障碍的患儿及父母作为研究对象,按自愿原则分为对照组和干预组。对照组患儿使用常规干预方法。干预组患儿及父母接受持续6周的照顾者技能培训。线上进行理论培训,每周5节课,持续4周;线下进行实践技能培训,每周5次,每次1.5 h,持续2周。在干预前、干预结束时及干预结束后一个月,使用防御机制问卷(DSQ)对两组患儿父母的防御能力进行评估;使用孤独症行为量表(ABC)和婴儿-初中生社会生活能力量表(SM)对两组患儿的干预效果进行评价。结果 干预结束时,干预组患儿父母不成熟防御机制得分(3.79±1.29)分,低于对照组(4.28±1.14)分,差异具有统计学意义(t=-2.281,P<0.05)。干预结束后一个月,干预组父母不成熟防御机制与中间型防御机制得分均低于对照组(t=-2.490、-2.196,P<0.05);干预组患儿孤独症行为量表得分(55.25±8.89)分,低于对照组(60.32±9.61...     

The effect of conducting a lottery on questionnaire response rates: A randomised controlled trial

Aim: To study the effect of a lottery incentive on questionnaire response rate. Material and methods: In Copenhagen County, Denmark, a random sample of 2543 men and women between the ages of 19 and 60 were randomised into a control group and an intervention group. Both groups were contacted by mail and asked to complete a questionnaire on sociodemografic characteristics, self-rated health and self-reported physical activity level. The intervention group was offered participation in a small lottery for returning the questionnaire. No incentive was offered to the control group. Main results: The final response rate for the control group was 60.4 and 63.4% for the intervention group. Although the response rate was significantly higher in the intervention group after 2 and 3 weeks, the difference in the final response rate between groups was not statistically significant (p = 0.12). There was no statistically significant difference between groups in sociodemografic characteristics, self-rated health or self-reported physical activity level. Conclusion: A lottery incentive had no significant effect on the overall response rate, but may have contributed to a quicker response. Furthermore a lottery incentive did not seem to alter the selection of respondents.     

连续性服务路径下高血压控制效果评价——一项农村社区干预实验

目的:为提高农村地区高血压人群血压控制率,设计连续性服务路径干预方案,通过现场干预和人群对照研究,论证方案有效性,并探索其他影响因素。方法:连续性服务路径包括连续性社区保健路径、临床诊疗路径和综合管理路径。2012年7月—2014年6月,选取重庆黔江4乡镇分为2组进行干预,分层随机抽样患者进行对照。采取双重差分模型对血压值和血压控制率进行分析。结果:853名患者接受基线调查,最终随访712人。经检验,乡镇和患者因素不构成干扰,组间血压值具有可比性。相比对照组,实验组血压值下降10.156 mm Hg(P0.001),血压控制率上升27.6%(P0.001)。家庭结构、教育水平和到医疗机构的距离对血压值的降低有显著影响。结论:连续性服务路径有利于降低血压值,提高血压控制率;其中血压控制率变化更敏感。建议通过增加患者社会支持、强化慢病健康教育、改善公共交通服务,进一步提高农村高血压患者慢病管理效果。