The Experts below are selected from a list of 183 Experts worldwide ranked by ideXlab platform
Meyer Thomas - One of the best experts on this subject based on the ideXlab platform.
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Bildungsgrenzen im Spiegel der Panel-Studie TREE
'MAFTREE', 2016Co-Authors: Meyer ThomasAbstract:Der Beitrag exploriert die heutigen Schweizer Bildungsgrenzen, wie sie sich einerseits in allgemeinen statistischen Kennwerten zum Bildungssystem, andererseits in den Ergebnissen von TREE spiegeln, der nationalen Längsschnittstudie zu Verläufen zwischen dem Jugend- und dem jungen bis mittleren Erwachsenenalter. Auf der Basis einer Stichprobe von über 6'000 Schulabgängern des Jahres 2000 überstreicht TREE eine Beobachtungsdauer von fast 15 Jahren zwischen dem Ende der obligatorischen Schule und dem jungen Erwachsenenleben. Die Studie eignet sich deshalb ausgezeichnet als empirische Grundlage für die langfristige Analyse von Bildungsgrenzen, einschliesslich ihrer Mechanismen und Wirkungen. Der Beitrag beschäftigt sich insbesondere mit den folgenden Grenzziehungen: - Äussere Grenzen des Bildungssystems: die TREE-Ergebnisse wiederspiegeln eine substanzielle Ausdehnung der "Aussengrenzen" des Bildungssystems, die sich etwa in den immer länger werdenden Ausbildungsverläufen manifestieren. Diese Ausdehnung ist nicht nur einem stetig wachsenden Anteil von jungen Menschen geschuldet, die sich auf Tertiärstufe in Ausbildung befinden, sondern auch der wachsenden Bedeutung des lebenslangen Lernens. -Mit Blick auf die Übergänge zwischen Ausbildung und Erwerbsleben gilt das stark berufs-bildungsorientierte Schweizer Bildungssystem sowohl national als auch international als "Erfolgsgeschichte". Analysen der TREE-Daten bestätigen diese Erfolgsgeschichte in weiten Teilen. Sie zeigen jedoch auch, dass ein nicht unbeträchtlicher Anteil junger Menschen von prekären Transitionen betroffen ist. Ausserdem verweisen sie auf beträchtliche Diskrepanzen zwischen den Anforderungen des Arbeitsmarktes und den Qualifikationen, die das Bildungssystem bereit stellt. -Binnengrenzen innerhalb des Bildungssystems: Im internationalen bildungspolitischen Diskurs werden heute offene, durchlässige Bildungssystemen gefordert, welche übers ganze System hinweg (Bildungs-)Mobilität begünstigen und Räume für "zweite Chancen" schaffen. Demgegenüber legen die TREE-Ergebnisse nahe, dass das nach wie vor stark segmentierte und segregierte Schweizer Bildungssystem eine grosse Zahl von diskontinuierlichen Bildungsverläufen generiert, welche ihrerseits das Risiko eines vorzeitigen Ausstiegs aus dem Bildungssystem erhöhen und auf eine unbefriedigende Ausschöpfung der Begabungsreserven hinweisen. -Soziale Grenzen: Viele TREE-Ergebnisse heben hervor, in welchem Ausmass in der Schweiz "askriptive" individuelle Merkmale wie Geschlecht, soziale Herkunft oder Migrationshintergrund Ausbildungs- und Erwerbsverläufe in allen Etappen (mit)bestimmen.The contribution explores today's educational boundaries as they manifest themselves in general statistical data on the one hand and, on the other hand, the data and analyses of TREE. Spanning an observation period of almost 15 years between the end of compulsory school and young adult-hood, TREE provides excellent empirical grounds for the long-term analysis of various education-related boundaries - including their mechanisms and their effects. This contribution will deal with the following types of boundaries: -External boundaries of the education system: analyses of the TREE data reflect the substantial extension of this type of boundary, manifesting itself in terms of educational careers or pathways lasting ever longer, not only owing to an ever growing proportion of youths enrolling in tertiary level education programmes, but also due to the increasing importance of activities termed life-long learning. With regard to school-to-work transition (i.e. at the boundary between education and labour market systems), Switzerland's education system with its predominance of dual VET is viewed as a "success story" both domestically and internationally. TREE analyses confirm this story to a large part, but also show precarious transitions and evidence of substantial discrepancies between young people's educational credentials and labour market demands. -Internal boundaries within the education system: While the international discourse in education policy has come to advocate open, permeable education systems allowing for mobility and "second chances" throughout the entire educational career, TREE results show how the heavily tracked, segmented and segregated Swiss education system provokes an unnecessarily large number of discontinuous educational pathways and Premature Dropout; -Social boundaries: Many TREE results underline to what extent "ascriptive" individual characteristics such as gender, social origin or migration background influence education and labour market careers at all stages
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Les frontières éducatives à la lumière de l'étude longitudinale TREE
'MAFTREE', 2016Co-Authors: Meyer ThomasAbstract:Der Beitrag exploriert die heutigen Schweizer Bildungsgrenzen, wie sie sich einerseits in allgemeinen statistischen Kennwerten zum Bildungssystem, andererseits in den Ergebnissen von TREE spiegeln, der nationalen Längsschnittstudie zu Verläufen zwischen dem Jugend- und dem jungen bis mittleren Erwachsenenalter. Auf der Basis einer Stichprobe von über 6'000 Schulabgängern des Jahres 2000 überstreicht TREE eine Beobachtungsdauer von fast 15 Jahren zwischen dem Ende der obligatorischen Schule und dem jungen Erwachsenenleben. Die Studie eignet sich deshalb ausgezeichnet als empirische Grundlage für die langfristige Analyse von Bildungsgrenzen, einschliesslich ihrer Mechanismen und Wirkungen. Der Beitrag beschäftigt sich insbesondere mit den folgenden Grenzziehungen: - Äussere Grenzen des Bildungssystems: die TREE-Ergebnisse wiederspiegeln eine substanzielle Ausdehnung der "Aussengrenzen" des Bildungssystems, die sich etwa in den immer länger werdenden Ausbildungsverläufen manifestieren. Diese Ausdehnung ist nicht nur einem stetig wachsenden Anteil von jungen Menschen geschuldet, die sich auf Tertiärstufe in Ausbildung befinden, sondern auch der wachsenden Bedeutung des lebenslangen Lernens. - Mit Blick auf die Übergänge zwischen Ausbildung und Erwerbsleben gilt das stark berufsbildungsorientierte Schweizer Bildungssystem sowohl national als auch international als "Erfolgsgeschichte". Analysen der TREE-Daten bestätigen diese Erfolgsgeschichte in weiten Teilen. Sie zeigen jedoch auch, dass ein nicht unbeträchtlicher Anteil junger Menschen von prekären Transitionen betroffen ist. Ausserdem verweisen sie auf beträchtliche Diskrepanzen zwischen den Anforderungen des Arbeitsmarktes und den Qualifikationen, die das Bildungssystem bereit stellt. - Binnengrenzen innerhalb des Bildungssystems: Im internationalen bildungspolitischen Diskurs werden heute offene, durchlässige Bildungssystemen gefordert, welche übers ganze System hinweg (Bildungs-)Mobilität begünstigen und Räume für "zweite Chancen" schaffen. Demgegenüber legen die TREE-Ergebnisse nahe, dass das nach wie vor stark segmentierte und segregierte Schweizer Bildungssystem eine grosse Zahl von diskontinuierlichen Bildungsverläufen generiert, welche ihrerseits das Risiko eines vorzeitigen Ausstiegs aus dem Bildungssystem erhöhen und auf eine unbefriedigende Ausschöpfung der Begabungsreserven hinweisen. - Soziale Grenzen: Viele TREE-Ergebnisse heben hervor, in welchem Ausmass in der Schweiz "askriptive" individuelle Merkmale wie Geschlecht, soziale Herkunft oder Migrationshintergrund Ausbildungs- und Erwerbsverläufe in allen Etappen (mit)bestimmen.The contribution explores today's educational boundaries as they manifest themselves in general statistical data on the one hand and, on the other hand, the data and analyses of TREE. Spanning an observation period of almost 15 years between the end of compulsory school and young adulthood, TREE provides excellent empirical grounds for the long-term analysis of various education-related boundaries - including their mechanisms and their effects. This contribution will deal with the following types of boundaries: -External boundaries of the education system: analyses of the TREE data reflect the substantial extension of this type of boundary, manifesting itself in terms of educational careers or pathways lasting ever longer, not only owing to an ever growing proportion of youths enrolling in tertiary level education programmes, but also due to the increasing importance of activities termed life-long learning. With regard to school-to -work transition (i.e. at the boundary between education and labour market systems), Switzerland's education system with its predominance of dual VET is viewed as a "success story" both domestically and internationally. TREE analyses confirm this story to a large part, but also show precarious transitions and evidence of substantial discrepancies between young people's educational credentials and labour market demands. -Internal boundaries within the education system: While the international discourse in education policy has come to advocate open, permeable education systems allowing for mobility and "second chances" throughout the entire educational career, TREE results show how the heavily tracked, segmented and segregated Swiss education system provokes an unnecessarily large number of discontinuous educational pathways and Premature Dropout; -Social boundaries: Many TREE results underline to what extent "ascriptive" individual characteristics such as gender, social origin or migration background influence education and labour market careers at all stages
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Les frontières éducatives à la lumière de l'étude longitudinale TREE
'MAFTREE', 2016Co-Authors: Meyer ThomasAbstract:La contribution explore les frontières éducatives suisses telles qu’elles se reflètent aujourd’hui d’une part dans les valeurs statistiques globales relatives au système éducatif suisse et d’autre part dans les résultats de TREE, l’étude longitudinale nationale sur les parcours de l’adolescence à l’âge adulte moyen. Basée sur un échantillon de plus de 6'000 élèves à leur sortie de l’école obligatoire en l’an 2000, TREE couvre une durée d’observation de presque 15 ans entre la fin de la scolarité obligatoire et le jeune âge adulte. Etant donné son fondement empirique, cette étude se prête donc parfaitement à l’analyse à long terme des frontières éducatives, mécanismes et effets compris. Cette contribution s’intéresse tout particulièrement aux frontières suivantes : -Frontières extérieures du système éducatif : les résultats de TREE reflètent une extension substantielle des „frontières extérieures“ du système éducatif qui se manifeste dans la durée toujours plus longue des parcours éducatifs. Cet allongement est non seulement dû à l’augmentation croissante du nombre de jeunes dans une formation du degré tertiaire, mais aussi à l’importance toujours plus grande de la formation continue. Au vu des transitions entre la formation et la vie professionnelle, le système éducatif suisse, clairement tourné vers la formation professionnelle, est considéré sur le plan national et international comme une „histoire à succès“. L’analyse des données de TREE confirme en grande partie ce succès. Cependant elle montre aussi que les transitions précaires touchent une partie non négligeable des jeunes. Par ailleurs, elles indiquent également qu’il existe des décalages considérables entre les exigences du marché du travail et les qualifications générées par le système éducatif. -Frontières (intérieures) au sein du système éducatif : sur la scène internationale, le discours politique en matière d’éducation met actuellement en avant les systèmes éducatifs ouverts et perméables favorisant la mobilité dans l’ensemble du système et laissant de la place pour une „deuxième chance“. Face à cela, les résultats de TREE montrent que le système éducatif suisse, segmenté et ségrégatif, continue à générer un grand nombre de parcours éducatifs discontinus. Ceux-ci augmentent à leur tour le risque d’abandon prématuré d’une formation et indiquent une exploitation insatisfaisante des potentiels. -Frontières sociales : de nombreux résultats de TREE soulignent dans quelle mesure, en Suisse, les paramètres individuels et „ascriptifs“ tels que le sexe, l’origine sociale ou migratoire contribuent à déterminer les parcours éducatifs et professionnels dans toutes leurs étapes.The contribution explores today's educational boundaries as they manifest themselves in general statistical data on the one hand and, on the other hand, the data and analyses of TREE. Spanning an observation period of almost 15 years between the end of compulsory school and young adult-hood, TREE provides excellent empirical grounds for the long-term analysis of various education-related boundaries - including their mechanisms and their effects. This contribution will deal with the following types of boundaries: -External boundaries of the education system: analyses of the TREE data reflect the substantial extension of this type of boundary, manifesting itself in terms of educational careers or pathways lasting ever longer, not only owing to an ever growing proportion of youths enrolling in tertiary level education programmes, but also due to the increasing importance of activities termed life-long learning. With regard to school-to-work transition (i.e. at the boundary between education and labour market systems), Switzerland's education system with its predominance of dual VET is viewed as a "success story" both domestically and internationally. TREE analyses confirm this story to a large part, but also show precarious transitions and evidence of substantial discrepancies between young people's educational credentials and labour market demands. -Internal boundaries within the education system: While the international discourse in education policy has come to advocate open, permeable education systems allowing for mobility and "second chances" throughout the entire educational career, TREE results show how the heavily tracked, segmented and segregated Swiss education system provokes an unnecessarily large number of discontinuous educational pathways and Premature Dropout; -Social boundaries: Many TREE results underline to what extent "ascriptive" individual characteristics such as gender, social origin or migration background influence education and labour market careers at all stages
Karen S. Budd - One of the best experts on this subject based on the ideXlab platform.
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A Community Mental Health Implementation of Parent–Child Interaction Therapy (PCIT)
Journal of Child and Family Studies, 2010Co-Authors: Aaron R. Lyon, Karen S. BuddAbstract:Parent–Child Interaction Therapy (PCIT) has been identified as an evidence-based practice in the treatment of externalizing behavior among preschool-aged youth. Although considerable research has established its efficacy, little is known about the effectiveness of PCIT when delivered in a community mental health setting with underserved youth. The current pilot study investigated an implementation of PCIT with primarily low-socioeconomic status, urban, ethnic minority youth and families. The families of 14 clinically referred children aged 2–7 years and demonstrating externalizing behavior completed PCIT initial assessment, and 12 began treatment. Using standard PCIT completion criteria, 4 families completed treatment; and these families demonstrated clinically significant change on observational and self-report measures of parent behavior, parenting stress, and child functioning. Although treatment Dropouts demonstrated more attenuated changes, observational data and parent-reported problems across sessions indicated some improvements with lower doses of intervention. Attendance and adherence data, referral source, barriers to treatment participation, and treatment satisfaction across completers and Dropouts are discussed to highlight differences between the current sample and prior PCIT research. The findings suggest that PCIT can be delivered successfully in an underserved community sample when families remain in treatment, but that Premature Dropout limits treatment effectiveness. The findings suggest potential directions for research to improve uptake of PCIT in a community service setting.
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A Community Mental Health Implementation of Parent-Child Interaction Therapy (PCIT)
Journal of child and family studies, 2010Co-Authors: Aaron R. Lyon, Karen S. BuddAbstract:Parent-Child Interaction Therapy (PCIT) has been identified as an evidence-based practice in the treatment of externalizing behavior among preschool-aged youth. Although considerable research has established its efficacy, little is known about the effectiveness of PCIT when delivered in a community mental health setting with underserved youth. The current pilot study investigated an implementation of PCIT with primarily low-socioeconomic status, urban, ethnic minority youth and families. The families of 14 clinically referred children aged 2-7 years and demonstrating externalizing behavior completed PCIT initial assessment, and 12 began treatment. Using standard PCIT completion criteria, 4 families completed treatment; and these families demonstrated clinically significant change on observational and self-report measures of parent behavior, parenting stress, and child functioning. Although treatment Dropouts demonstrated more attenuated changes, observational data and parent-reported problems across sessions indicated some improvements with lower doses of intervention. Attendance and adherence data, referral source, barriers to treatment participation, and treatment satisfaction across completers and Dropouts are discussed to highlight differences between the current sample and prior PCIT research. The findings suggest that PCIT can be delivered successfully in an underserved community sample when families remain in treatment, but that Premature Dropout limits treatment effectiveness. The findings suggest potential directions for research to improve uptake of PCIT in a community service setting.
J. R. Anema - One of the best experts on this subject based on the ideXlab platform.
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Improving the health of workers with a low socioeconomic position: Intervention Mapping as a useful method for adaptation of the Participatory Approach
BMC Public Health, 2020Co-Authors: R. Schaap, F. G. Schaafsma, A. R. Bosma, M. A. Huysmans, C. R. L. Boot, J. R. AnemaAbstract:Background Workers with a low socioeconomic position (SEP) have a higher risk for health problems and Premature Dropout from the workforce. Unfavorable working conditions and unhealthy behaviors are more prevalent among this group of workers. The Participatory Approach (PA), is an evidence-based method to identify and solve problems at the workplace related to health issues of the worker. Health problems among workers with a low SEP are usually caused by an interplay of problems in and outside the workplace. To solve health problems on multiple life domains for workers with a low SEP we aim to adapt this approach to a broader perspective. Methods An Intervention Mapping (IM) protocol was used to adapt the PA. First, a needs assessment was conducted combining literature with data from interviews and focus groups with workers with a low SEP, employers and occupational health professionals (OHPs). Based on the needs assessment a program goal and performance and change objectives were defined, which resulted in methods and practical strategies to solve problems on multiple life domains. Based on the results of these steps, the PA was adapted and an implementation and evaluation plan were developed. Results The needs assessment confirmed that an interplay of problems on multiple life domains affect work functioning and health of workers with a low SEP. Moreover, they perceived difficulties with solving problems or used passive or avoidant coping styles towards these problems. The program goal is to identify and solve problems on multiple life domains that affect healthy functioning at work. To achieve this workers need support from OHPs to solve problems. The PA protocol and materials were adapted using theoretical concepts of the Self-Determination Theory (SDT), which resulted in the Grip on Health intervention. For OHPs a training was developed on how to implement this intervention in practice. The intervention will be evaluated in a pilot implementation study among workers with a low SEP and other relevant stakeholders. Conclusions IM was a valuable tool for the adaptation of the PA to better support workers with a low SEP to improve their work functioning and health from a broader perspective.
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Improving the health of workers with a low socioeconomic position: Intervention Mapping as a useful method for adaptation of the Participatory Approach.
BMC public health, 2020Co-Authors: R. Schaap, F. G. Schaafsma, A. R. Bosma, M. A. Huysmans, C. R. L. Boot, J. R. AnemaAbstract:Workers with a low socioeconomic position (SEP) have a higher risk for health problems and Premature Dropout from the workforce. Unfavorable working conditions and unhealthy behaviors are more prevalent among this group of workers. The Participatory Approach (PA), is an evidence-based method to identify and solve problems at the workplace related to health issues of the worker. Health problems among workers with a low SEP are usually caused by an interplay of problems in and outside the workplace. To solve health problems on multiple life domains for workers with a low SEP we aim to adapt this approach to a broader perspective. An Intervention Mapping (IM) protocol was used to adapt the PA. First, a needs assessment was conducted combining literature with data from interviews and focus groups with workers with a low SEP, employers and occupational health professionals (OHPs). Based on the needs assessment a program goal and performance and change objectives were defined, which resulted in methods and practical strategies to solve problems on multiple life domains. Based on the results of these steps, the PA was adapted and an implementation and evaluation plan were developed. The needs assessment confirmed that an interplay of problems on multiple life domains affect work functioning and health of workers with a low SEP. Moreover, they perceived difficulties with solving problems or used passive or avoidant coping styles towards these problems. The program goal is to identify and solve problems on multiple life domains that affect healthy functioning at work. To achieve this workers need support from OHPs to solve problems. The PA protocol and materials were adapted using theoretical concepts of the Self-Determination Theory (SDT), which resulted in the Grip on Health intervention. For OHPs a training was developed on how to implement this intervention in practice. The intervention will be evaluated in a pilot implementation study among workers with a low SEP and other relevant stakeholders. IM was a valuable tool for the adaptation of the PA to better support workers with a low SEP to improve their work functioning and health from a broader perspective.
Rares Boian - One of the best experts on this subject based on the ideXlab platform.
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Using a smartphone app to reduce cognitive vulnerability and mild depressive symptoms: Study protocol of an exploratory randomized controlled trial
Trials, 2016Co-Authors: Cezar Giosan, Oana Cobeanu, Cristina Mogoaşe, Aurora Szentagotai-tatar, Vlad Muresan, Rares BoianAbstract:Background Depression is a major challenge worldwide, with significant increasing personal, economic, and societal costs. Although empirically supported treatments have been developed, they are not always available for patients in routine clinical care. Therefore, we need effective and widely accessible strategies to prevent the onset of the very first depressive symptoms. Mental health apps could prove a valuable solution for this desideratum. Although preliminary research has indicated that such apps can be useful in treating depression, no study has attempted to test their utility in preventing depressive symptoms. The aim of this exploratory study is to contrast the efficacy of a smartphone app in reducing cognitive vulnerability and mild depressive symptoms, as risk factors for the onset of depression, against a wait-list condition. More specifically, we aim to test an app designed to (1) decrease general cognitive vulnerability and (2) promote engagement in protective, adaptive activities, while (3) counteracting (through gamification and customization) the tendency of Premature Dropout from intervention. Methods/design Romanian-speaking adults (18 years and older) with access to a computer and the Internet and who own a smartphone are included in the study. Two parallel randomized clinical trials are conducted: in the first one, 50 participants free of depressive symptoms (i.e., who obtain scores ≤4 on the Patient Health Questionnaire, PHQ-9) will be included, while in the second one 50 participants with minimal depressive symptoms (i.e., who obtain PHQ-9 scores between 5 and 9) will be included. Participants undergoing therapy, presenting with substance abuse problems, psychotic symptoms, and organic brain disorders, or serious legal or health issues that would prevent them from using the app, as well as participants reporting suicidal ideation are excluded. Participants randomized to the active intervention will autonomously use the smartphone app for 4 weeks, while the others will be given access to the app after 4 weeks from randomization. The primary outcomes are (1) cognitive vulnerability factors as defined within the cognitive behavioral therapy (CBT) paradigm (i.e., dysfunctional cognitions, irrational beliefs, and negative automatic thoughts) (for the first trial), and (2) level of depressive symptomatology (for the second trial). The app includes self-help materials and exercises based on CBT for depression, presented in a tailored manner and incorporating gamification elements aimed at boosting motivation to use the app. Discussion This study protocol is the first to capitalize on the ubiquity of smartphones to large-scale dissemination of CBT-based strategies aimed at preventing depression in non-clinical populations. Trial registration ClinicalTrials.gov: NCT02783118 . Registered on 26 May 2016.
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Using a smartphone app to reduce cognitive vulnerability and mild depressive symptoms: Study protocol of an exploratory randomized controlled trial
Trials, 2016Co-Authors: Cezar Giosan, Oana Cobeanu, Cristina Mogoaşe, Aurora Szentagotai-tatar, Vlad Muresan, Rares BoianAbstract:Depression is a major challenge worldwide, with significant increasing personal, economic, and societal costs. Although empirically supported treatments have been developed, they are not always available for patients in routine clinical care. Therefore, we need effective and widely accessible strategies to prevent the onset of the very first depressive symptoms. Mental health apps could prove a valuable solution for this desideratum. Although preliminary research has indicated that such apps can be useful in treating depression, no study has attempted to test their utility in preventing depressive symptoms. The aim of this exploratory study is to contrast the efficacy of a smartphone app in reducing cognitive vulnerability and mild depressive symptoms, as risk factors for the onset of depression, against a wait-list condition. More specifically, we aim to test an app designed to (1) decrease general cognitive vulnerability and (2) promote engagement in protective, adaptive activities, while (3) counteracting (through gamification and customization) the tendency of Premature Dropout from intervention. Romanian-speaking adults (18 years and older) with access to a computer and the Internet and who own a smartphone are included in the study. Two parallel randomized clinical trials are conducted: in the first one, 50 participants free of depressive symptoms (i.e., who obtain scores ≤4 on the Patient Health Questionnaire, PHQ-9) will be included, while in the second one 50 participants with minimal depressive symptoms (i.e., who obtain PHQ-9 scores between 5 and 9) will be included. Participants undergoing therapy, presenting with substance abuse problems, psychotic symptoms, and organic brain disorders, or serious legal or health issues that would prevent them from using the app, as well as participants reporting suicidal ideation are excluded. Participants randomized to the active intervention will autonomously use the smartphone app for 4 weeks, while the others will be given access to the app after 4 weeks from randomization. The primary outcomes are (1) cognitive vulnerability factors as defined within the cognitive behavioral therapy (CBT) paradigm (i.e., dysfunctional cognitions, irrational beliefs, and negative automatic thoughts) (for the first trial), and (2) level of depressive symptomatology (for the second trial). The app includes self-help materials and exercises based on CBT for depression, presented in a tailored manner and incorporating gamification elements aimed at boosting motivation to use the app. This study protocol is the first to capitalize on the ubiquity of smartphones to large-scale dissemination of CBT-based strategies aimed at preventing depression in non-clinical populations. ClinicalTrials.gov: NCT02783118 . Registered on 26 May 2016.
Aaron R. Lyon - One of the best experts on this subject based on the ideXlab platform.
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A Community Mental Health Implementation of Parent–Child Interaction Therapy (PCIT)
Journal of Child and Family Studies, 2010Co-Authors: Aaron R. Lyon, Karen S. BuddAbstract:Parent–Child Interaction Therapy (PCIT) has been identified as an evidence-based practice in the treatment of externalizing behavior among preschool-aged youth. Although considerable research has established its efficacy, little is known about the effectiveness of PCIT when delivered in a community mental health setting with underserved youth. The current pilot study investigated an implementation of PCIT with primarily low-socioeconomic status, urban, ethnic minority youth and families. The families of 14 clinically referred children aged 2–7 years and demonstrating externalizing behavior completed PCIT initial assessment, and 12 began treatment. Using standard PCIT completion criteria, 4 families completed treatment; and these families demonstrated clinically significant change on observational and self-report measures of parent behavior, parenting stress, and child functioning. Although treatment Dropouts demonstrated more attenuated changes, observational data and parent-reported problems across sessions indicated some improvements with lower doses of intervention. Attendance and adherence data, referral source, barriers to treatment participation, and treatment satisfaction across completers and Dropouts are discussed to highlight differences between the current sample and prior PCIT research. The findings suggest that PCIT can be delivered successfully in an underserved community sample when families remain in treatment, but that Premature Dropout limits treatment effectiveness. The findings suggest potential directions for research to improve uptake of PCIT in a community service setting.
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A Community Mental Health Implementation of Parent-Child Interaction Therapy (PCIT)
Journal of child and family studies, 2010Co-Authors: Aaron R. Lyon, Karen S. BuddAbstract:Parent-Child Interaction Therapy (PCIT) has been identified as an evidence-based practice in the treatment of externalizing behavior among preschool-aged youth. Although considerable research has established its efficacy, little is known about the effectiveness of PCIT when delivered in a community mental health setting with underserved youth. The current pilot study investigated an implementation of PCIT with primarily low-socioeconomic status, urban, ethnic minority youth and families. The families of 14 clinically referred children aged 2-7 years and demonstrating externalizing behavior completed PCIT initial assessment, and 12 began treatment. Using standard PCIT completion criteria, 4 families completed treatment; and these families demonstrated clinically significant change on observational and self-report measures of parent behavior, parenting stress, and child functioning. Although treatment Dropouts demonstrated more attenuated changes, observational data and parent-reported problems across sessions indicated some improvements with lower doses of intervention. Attendance and adherence data, referral source, barriers to treatment participation, and treatment satisfaction across completers and Dropouts are discussed to highlight differences between the current sample and prior PCIT research. The findings suggest that PCIT can be delivered successfully in an underserved community sample when families remain in treatment, but that Premature Dropout limits treatment effectiveness. The findings suggest potential directions for research to improve uptake of PCIT in a community service setting.