The development and evaluation of a multisystem social skills group training program for aggressive children

This research program assessed the effectiveness of a broad-based skills training program that targeted children's aggressive behaviors within the family, school, and peer systems. Children in Grades 1 to 6, referred by teachers, participated in 12 to 15 weeks of social skills training. Nine basic skills were targeted: listening, knowing your feelings, dealing with anger, using self control, joining in a group, following instructions, responding to teasing, keeping out of fights, and problem solving. For this evaluation, 74 aggressive children (63 boys and 11 girls) were randomly assigned to a social skills training group (SST) or a waiting list control group (WLC). Teachers rated children in the SST group as having fewer externalizing behavior problems following the program than children in the WLC group. There were no significant group differences in parent or peer ratings. Nine months following treatment, there was marginal maintenance of treatment gains. These results are discussed in light of recommendations for treatment and evaluation research. The present research highlights the importance of a broad-based intervention that addresses aggressive children's behavior problems in the various contexts of a child's life.     

Component Analysis of a School-Based Substance Use Prevention Program in Spain: Contributions of Problem Solving and Social Skills Training Content

The objective of the present research was to examine the contribution of two intervention components, social skills training and problem solving training, to alcohol- and drug-related outcomes in a school-based substance use prevention program. Participants included 341 Spanish students from age 12 to 15 who received the prevention program Saluda in one of four experimental conditions: full program, social skills condition, problem solving condition, and a wait-list control group. Students completed self-report surveys at the pretest, posttest and 12-month follow-up assessments. Compared to the wait-list control group, the three intervention conditions produced reductions in alcohol use and intentions to use other substances. The intervention effect size for alcohol use was greatest in magnitude for the full program with all components. Problem-solving skills measured at the follow-up were strongest in the condition that received the full program with all components. We discuss the implications of these findings, including the advantages and disadvantages of implementing tailored interventions to students by selecting intervention components after a skills-based needs assessment.     

Changes in Children's School Performance as a Result of Education for Family Management of Asthma

This paper describes the impact of an asthma self-management program for parents and children on the school performance and adjustment of children with asthma. Program participants were predominantly low income, minority families enrolled in four pediatric outpatient clinics. The educational content of the program was based on a needs assessment of the participants and recommendations of medical consultants. Parents and children participated separately in group sessions that focused on the development of self-management skills and problem solving. The program was organized into six themes including "how to help your child (yourself) do well in school." The program was evaluated with an experimental research design and yielded significant school related benefits. Children participating in the program maintained better grades. Math, reading and science grades were higher relative to control group children in the year following the program. Within a subgroup of children who received care from private practitioners, program children exhibited better social adjustment to school than did control group children.     

Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

Two classrooms of fourth grade suburban children (n=37) were trained using a 20-lesson revised Social Problem Solving (SPS) curriculum and compared to two no-training comparison classrooms (n=45). Results indicated a significant increase in the number of alternative solutions to interpersonal difficulties generated by E versus C children on a group social problem solving measure. Adjustive gains for E versus C children were reported by teachers and children on indices of school adjustment. These findings supported the efficacy of the shortened curriculum in increasing problem solving skills and facilitating positive adjustive change.The link between gain in SPS skills and adjustive change was examined in two ways. Delta scores compared changes in SPS skills and changes in teacher/child adjustive ratings yield no significant relationships. Hierarchical regression analyses, incorporating a moderator variable (empathy), indicated a significant relationship among pre level of empathy, gain in SPS skills and teacher rated adjustive change. These findings supported the hypothesis that key moderating variables may play a role in the training and employment of SPS skills and that strategies designed to examine these variables need to be employed.     

School-Based Skills Training to Prevent Aggressive Behavior and Peer Rejection in Childhood: Evaluating the Making Choices Program

This paper reports findings from an evaluation of a school-based prevention program, called Making Choices, which was designed to decrease childhood aggression and peer rejection by teaching children social problem solving and relationship enhancement skills. Using a pre- to post-test control group design, 51 third graders received the intervention program and 50 received the no-intervention control condition. Controlling for pretest scores, children who received the Making Choices intervention had significantly higher scores on social contact, cognitive concentration, and displayed significantly lower overt aggression. Important moderation effects surfaced, indicating that the intervention differentially benefitted high-risk children.     

An evaluation of the impact of training Honduran health care providers in interpersonal communication.

OBJECTIVE: To evaluate the impact of interpersonal communication (IPC) training on practice and patient satisfaction and to determine the acceptability of this training to providers in a developing country. DESIGN: The study used a pre-post design with treatment and control groups. Data collection methods included interaction analysis of audio-taped clinical encounters, patient exit interviews, and a self-administered questionnaire for health providers. STUDY PARTICIPANTS: Interaction analysis was based on an experimental group of 24 doctors and a control group of eight with multiple observations for each provider). Exit interviews were carried out with 220 pre-test patients and 218 post-test patients. All 87 health providers who received training responded to the self-administered questionnaire. INTERVENTION: A brief in-service training programme on interpersonal communications was presented in three half-day sessions; these focused on overall socio-emotional communication, problem solving skills and counselling. MAIN OUTCOME MEASURES AND RESULTS: The IPC intervention was associated with more communication by trained providers (mean scores of 136.6 versus 94.4; P = 0.001), more positive talk (15.93 versus 7.99; P = 0.001), less negative talk (0.11 versus 0.59; P = 0.018), more emotional talk (15.7 versus 5.5; P = 0.021), and more medical counselling (17.3 versus 11.3; P = 0.026). Patients responded by communicating more (mean scores of 113.8 versus 79.6; P = 0.011) and disclosing more medical information (54.7 versus 41.7; P = 0.002). Patient satisfaction ratings were higher for providers who had received the training and providers reported training to be relevant and useful. CONCLUSIONS: Further validation of IPC skills and simplification of assessment methods are needed if IPC is to be an area for routine monitoring and quality improvement.     

Impact of patient feedback on the interpersonal skills of general practice registrars: results of a longitudinal study

CONTEXT: A general practice vocational training program. OBJECTIVES: To examine the impacts and implications of different models of systematic patient feedback on the development of general practice (GP) registrars' interpersonal skills as they progressed through a GP vocational training program. DESIGN: A longitudinal study in which GP registrars were randomly assigned to three models of patient feedback: a control group and two intervention groups. The major source of data gathering was through the Doctors' Interpersonal Skills Questionnaire (DISQ) which was administered to patients immediately after their consultation. SUBJECTS: 210 GP registrars, 104 GP supervisors and 28 156 patients. RESULTS: Multivariate analysis techniques (including repeated-measures analysis) tested the effectiveness of the interventions. Findings showed that systematic patient feedback at regular intervals throughout GP training resulted in sustained levels of interpersonal skills. The most significant gains in interpersonal skills for both intervention groups occurred in the earlier stages of general practice training. Most registrars found the experience of patient feedback useful for gaining a better understanding of their interpersonal skills and for identifying areas in which they needed to improve. GP supervisors valued the opportunity to receive patient feedback themselves and found the activity a useful adjunct to their preceptor role. CONCLUSIONS: Patients, by providing feedback on doctors' interpersonal skills, have been able to contribute to improving the quality of the patient-doctor interaction. GP registrars and their supervisors value highly the role of patient feedback in interpersonal skill development.     

'Not wilting flowers again!' problem finding and problem solving in movement and performance

This paper outlines a process-oriented approach to teaching movement and performance that integrates the theoretical aspects of movement with a practical teaching method. The approach applies a play and problem solving model, which focuses on the creative process rather than creation of a product, to development of a method of teaching that encourages problem finding and problem solving. The teacher's role in this process is that of facilitator. Participants are encouraged to take responsibility for identifying a problem and solving that problem, and in the process, develop improved communication skills, interpersonal skills, and self confidence. Positive effects, as well as potentially limiting factors are discussed in terms of teaching the process to early childhood trainee teachers.     

Teen Incentives Program: evaluation of a health promotion model for adolescent pregnancy prevention

The decision to prevent an unintended adolescent pregnancy is a key factor in a young person's ability to achieve or maintain self-sufficiency. Many youths are not, however, capable of making careful fertility-related decisions. Poor self-perception and external locus of control are considered major factors in determining the quality of decisions which adolescents make in this regard. The author developed a three-phase program to provide freshmen at an inner-city high school in New York City with skills to enhance self-perception and abilities to exercise greater control in their lives, especially in terms of their sexual behavior. The program involved eight weeks of interpersonal skills training in small groups, six weeks of career mentorship, and role playing, writing, and acting out skits. No difference was found at the pre-test between the control group and experimental group. Each group included sixty subjects, 31 males and 89 females overall. Subjects were mainly Black American, West Indian, and Hispanic. Post-test results found a significant decrease in the frequency of sexual activity reported by the experimental condition participants. Moreover, contraceptive use among sexually active subjects in the experimental group increased by more than 50% after treatment. These findings indicate that a skills training intervention promoting health behavior can achieve a significant decrease in sexual activity and an effective increase in contraception use among inner-city high school students.     

行为问题儿童注意力及短时记忆力认知综合训练干预效果评价

目的探讨行为问题儿童的注意力与短时记忆能力的特点,进行认知综合训练干预,并对干预效果进行对比分析,探讨有效康复训练方案。方法收集在哈尔滨医科大学发育行为研究中心咨询和参训的6～14岁行为问题的儿童30例(包括26例注意力缺陷多动障碍儿童和4例高功能孤独症儿童)进行3.3.3系列智能学具和由国家医疗保健器具工程技术研究中心研发的智力流认知能力训练。选择年龄、性别、智商相匹配的正常儿童30名做为对照组。通过比较观察组自身前后结果以及观察组与对照组的结果比较分析干预效果。结果训练前行为问题儿童的注意力、记忆力、眼球运动水平明显低于正常儿童。经过认知综合训练后,观察组患儿的认知能力有明显提高,且效果显著。训练后的患儿注意力、记忆力及眼球追踪水平接近正常对照组儿童,且在比较分析中显示无统计学差异,干预效果明显。结论以3.3.3系列智能学具和智力流训练为主的综合认知训练对于改善行为问题儿童的注意力、短时记忆力及眼球追踪能力有显著的效果,可用于大范围开展此类患儿的康复治疗和训练。     

Cognitive-behavioral approaches in the management of obesity

Many of the behavioral interventions designed to promote dietary change in individuals include medical assessment, initial assessment of diet history, assessing readiness, establishing dietary goals, self-monitoring, stimulus control training, training in problem solving, relapse prevention training, enlisting social support, nutrition education, dietary therapy, and ongoing contact to maintain progress. The comprehensive nature of a cognitive-behavioral weight management program is of value in modifying behaviors that are linked to adverse health effects and psychological distresses, without necessarily causing a drastic weight loss in obese individuals. The behavioral treatments for overweight and obesity directly modify behaviors that bear on health and illness, such as improving dietary choices, decreasing sedentary behaviors, and increasing habitual physical activity and exercises. Cognitive-behavioral treatment can be used to help overweight adolescents become more assertive in coping with the adverse social stigma of being overweight, enhance their self-esteem, and reduce their dissatisfaction with body image regardless of their weight loss. Cognitive-behavioral treatments seem to be more effective in children when delivered before puberty than they are for adults.     

Predictors of Children's Intervention‐Induced Resilience in a Parenting Program for Divorced Mothers*

This study examined predictors of intervention‐induced resilience in children of divorce whose mothers participated in a preventive parenting program. Contextual, maternal, and child factors were examined as predictors of improved child adjustment using two strategies: (a) within‐group analyses conducted with program participants and (b) between‐group analyses, in which relations in the parenting intervention were compared with those in a control condition. Between‐group analyses showed that children were less likely to maintain program gains in externalizing when maternal demoralization was high or when children's self‐regulatory skills were low. Implications for program modification and methodology for studying predictors of program benefit are discussed.     

微课结合案例教学法在年轻护士临床规范化培训中的应用

目的探讨微课结合案例教学法在年轻护士临床规范化培训中的应用方法和效果。方法以该院2017届培训的44名年轻护士为干预组,予以微课结合案例教学;以2016届培训的52名年轻护士为对照组,予以传统带教。比较观察两组培训后考核成绩及学习兴趣、学习能力、分析能力、合作能力提升率。结果干预组理论知识考核成绩(89.74±6.25)分,实践技能考核成绩(84.53±7.29)分,明显高于对照组(P<0.05)。干预组学习兴趣、学习能力、分析能力、合作能力提升率分别为86.36%、77.27%、70.45%、50.00%,不同程度高于对照组。结论微课结合案例教学法用于临床规范化培训可有效提高年轻护士理论知识、实践技能与能力。     

Health professionals' patterns of communication: cross-purpose or problem solving?

Problem-solving communication is characterized by a high quality and mutually acceptable solutions where facts and feelings are reported and feedback given without judgment and accusation. Problem solving is an ideal model in a helping relationship. The purpose of this study was to determine whether the interactions between parents of handicapped children and health professionals are conducive to problem solving. Clinical data were obtained during regularly scheduled appointments in the form of audiotaped interviews using 37 parent-allied health professional dyads and 37 parent-physician dyads. A 6-minute sample was selected from each interview tape, coded at 3-second intervals, transcribed into the class of communication behavior, and analyzed by professionally trained coders, using the Sequential Analysis of Verbal Interaction (SAVI). The major finding was that parents of handicapped children displayed different messages and verbal behaviors from physicians and allied health professionals. The communication for all three groups was not of a problem-solving pattern that could be described as interpersonal and goal oriented talk, but was of a cross-purpose pattern that may be described as noninterpersonal and non-goal oriented conversation. The conclusion was that efforts must be directed toward early practical training in interpersonal skills for allied health professionals and physicians.     

早期生活技能训练对流浪精神分裂症患者预后的影响

目的探讨流浪精神分裂症患者入院后,早期实施生活技能训练对其生活自理能力及预后的影响。方法选择入住我院流浪精神分裂症患者46例,随机分成研究组和对照组各23例。两组均接受常规药物治疗,精神科常规护理。研究组增加早期生活技能训练。采用日常生活能力量表(ADL)对两组患者生活能力情况进行评定,并用简明精神病评定量表(BPRS)观察两组患者的预后。结果研究组进行生活技能训练1个月后与对照组比较,经统计学分析,均p<0.01,差异有统计学意义。结论对流浪精神分裂症患者入院后实施早期生活技能训练有助于提高其生活自理能力,改善其精神症状,促进其预后。     

脑卒中康复专科护士在职培养模式

目的探讨一套切合临床实际的脑卒中康复专科护士在职培养模式。方法对符合条件的36名观察组护士进行在职专科护理培训,38名对照组护士接收传统的规范化培训,比较培训前后两组护士的综合能力和自我效能感,并调查患者对观察组护士的认同度。结果培训后观察组护士康复专科理论及康复护理技能考核得分均高于对照组（P〈0．05）,观察组护士综合能力和自我效能感均明显提高,患者对观察组护士的认可度较高。结论脑卒中康复专科护士在职培养模式可以培养出综合能力强、患者认可度高的康复专科护士。     

Real-patient evaluation of communication skills teaching for GP registrars

BACKGROUND: Five thousand eight hundred and eighty-five patient- completed questionnaires were used to evaluate the effectiveness of an interpersonal skills module designed for a vocational training programme for GPs. OBJECTIVES: It was anticipated that patient-based assessments would detect a significant improvement in the interpersonal skills of GP Registrars who undertook the module. METHOD: A quasi- experimental design using an intervention and control group (comprising 68 GP Registrars) was used to monitor the outcomes of the interpersonal skills module. RESULTS: Patient ratings of interpersonal skills were significantly higher for those GP Registrars who participated in the interpersonal skills module. CONCLUSIONS: Patient-based assessments are a useful evaluation method for assessing the quality of the doctor- patient relationship.      

乳房自我检查教育对提高妇女乳房肿块检出能力的评价

目的：为了对乳房自我检查教育的效果进行评价。方法：上海纺织系统1925～1958年出生的267040名女职工按工厂随机分为干预组及对照组，干预组妇女接受乳房自我检查的教育和两次强化教育。抽样调查4012名妇女在评估前一年的参加乳房普查及自查情况，并要求干预组妇女演示乳房自查技能，从1套6只乳房硅胶模型中随机抽取3只模型对干预组和对照组妇女的肿块检出能力进行比较。对所有对象进行随访。结果：干预组妇女的自查频率明显高于对照组妇女；干预组妇女乳房自查三步手法的正确掌握率较高；干预组妇女使用乳房硅胶模型进行肿块检出的能力高于对照组；干预组退休妇女对乳房小肿块的检出能力高于对照组退休妇女，但两组的在职妇女无显著差异。结论：乳房自我检查教育活动有助于提高妇女乳房肿块自我检出能力。     

引导式教育结合听觉统合训练治疗学龄前儿童智力低下的临床研究

目的探讨引导式教育结合听觉统合训练治疗学龄前儿童智力低下的疗效,为临床治疗提供参考依据。方法 61例学龄前智力低下儿童随机分成研究组和对照组,对照组单纯指导家长在家中进行感觉统合、生活自理能力和社会适应能力训练等家庭康复训练,研究组在指导家庭康复训练的同时接受引导式教育结合听觉统合训练的综合康复治疗。治疗6个月后比较两组间的治疗后疗效情况。结果研究组总有效率为96.77%,对照组总有效率为70.00%。干预后研究组智商(intelligence quotient,IQ)值显著高于对照组(P0.05);研究组干预前后IQ差值显著大于对照组(P0.01)。结论引导式教育结合听觉统合训练治疗对学龄前智力低下儿童的智能发育以及智力水平的提高显著高于单纯进行家庭康复训练。     

高级生命支持团队情景模拟培训模式的实施与效果评价

目的:探讨高级生命支持(ACLS)团队情景模拟培训模式在重症监护病房(ICU)中的培训效果和应用价值。方法:选取2019年3月至7月我院ICU的医护人员50名,采用随机数字表法随机分为实验组与对照组,每组各25名。对照组采用传统培训模式,实验组采用ACLS团队情景模拟培训方案,培训结束后,对2组培训效果进行评价。结果:实验组理论考核和CPR技能成绩显著高于对照组,差异有统计学意义(P<0.05)。实验组各项软技能考核成绩和综合成绩均显著高于对照组,差异均有统计学意义(P<0.05)。结论:在ICU中实施高级生命支持技能团队情景模拟培训模式后,能够有效提高医护团队的临床实践能力和专业理论水平,值得临床应用及推广。