scholarly journals Monitoring fidelity in the Adolescent Community Reinforcement Approach (A-CRA): The training process for A-CRA raters.

2009 ◽  
Vol 2 (1) ◽  
pp. 43-54 ◽  
Author(s):  
Bryan R. Garner ◽  
Brandi Barnes ◽  
Susan H. Godley
Keyword(s):  
Training Process ◽  
Community Reinforcement Approach

Community Reinforcement Approach (CRA) – Überblick über ein integratives Konzept zur Behandlung von Abhängigkeitserkrankungen

2008 ◽  
Vol 54 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Wolfgang Lange ◽  
Martin Reker ◽  
Martin Driessen
Keyword(s):  
Community Reinforcement Approach

<span class="fett">Einleitung:</span> Der Community Reinforcement Approach (CRA) ist ein in den USA entwickeltes umfassendes verhaltenstherapeutisches Konzept zur Behandlung von substanzbezogenen Störungen und Problemen. Es basiert auf der Grundannahme, dass Verstärker aus dem sozialen Umfeld erheblichen Einfluss darauf nehmen, ob eine Person mit Substanzabhängigkeit den Konsum von Alkohol oder Drogen fortsetzt oder einstellt. </p><p> <span class="fett">Ziel:</span> Darstellung der wichtigsten Module und der Untersuchungen zur Effektivität des Behandlungskonzeptes. </p><p> <span class="fett">Methodik:</span> Literaturrecherche in der Datenbank MEDLINE. </p><p> <span class="fett">Ergebnisse:</span> Die überwiegende Anzahl der veröffentlichten Studien belegt eine gegenüber einer Standardbehandlung bessere Wirksamkeit von CRA hinsichtlich einer Suchtmittelabstinenz sowohl bei alkohol- als auch bei opioid- und kokainabhängigen Patienten.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

Osteopathic support of sportsmen during the annual training process

2020 ◽  
pp. 37-43 ◽  
Author(s):  
R. A. Yakupov ◽  
G. I. Safiullina ◽  
A. A. Safiullina ◽  
E. R. Burganov
Keyword(s):  
Musculoskeletal Diseases ◽  
Muscle Tone ◽  
The Body ◽  
Training Process ◽  
Health Maintenance ◽  
Osteopathic Treatment ◽  
Leading Position ◽  
Myofascial Syndrome ◽  
Sports Activities ◽  
Timely Treatment

Introduction. Modern sports places high demands on the functional systems of the body at all stages of the training and competitive processes. High loads create signifi cant background for the occurrence of musculoskeletal diseases, among which the myofascial syndrome (MFS) holds the leading position. MFS negatively affects the functional readiness of the sportsman′s body and is a risk factor for injuries of the musculoskeletal system. In this regard, timely treatment of MFS is important. It creates the conditions for the improvement of sports achievements, for health maintenance and sports longevity. Treatment of patients with MFS should include methods that normalize trophism and muscle tone. Given the problem of doping, the use of non-drug methods, including osteopathy, is preferable. The goal of research — to develop a system of monitoring and osteopathic correction of myofascial disorders (MFD) and to introduce it into the practice of medical and biological support for sportsmen of different categories and levels during the annual training process.Materials and methods. 93 sportsmen (45 women and 48 men), mean age 22,1±1,1 years, representing diffe rent sports were examined. The essence of the proposed system is regular clinical and electroneurophysiological monitoring of the body condition and preventive correction of myofascial disorders in order to exclude their infl uence on the success of sports activities.Results. It was established that the proposed system of monitoring and osteopathic correction led to a signifi cant reduction in clinical and electroneurophysiological manifestations both in local and in extensive forms of myofascial disorders, which allowed to maintain the optimal functional readiness of sportsmen throughout the entire annual training cycle.Conclusion. The system of monitoring and correction of MFS with the use of osteopathic treatment can be one of the elements of medical and biological support for sportsmen during the annual training process.

NEUROTIC SYMPTOMATICS RELATED TO PERSONAL CHARACTERISTICS IN YOUTH

2019 ◽  
pp. 2014-2019
Author(s):  
Milen Dimov
Keyword(s):  
Personal Characteristics ◽  
The Self ◽  
The Other ◽  
Social Responsiveness ◽  
Training Process ◽  
Self Assessment ◽  
School Year ◽  
Real Behavior ◽  
Low Levels ◽  
The Ideal

The present study traces the dynamics of personal characteristics in youth and the manifested neurotic symptoms in the training process. These facts are the reason for the low levels of school results in the context of the existing theoretical statements of the problem and the empirical research conducted among the trained teenagers. We suggest that the indicators of neurotic symptomatology in youth – aggression, anxiety, and neuroticism, are the most demonstrated, compared to the other studied indicators of neurotic symptomatology. Studies have proved that there is a difference in the act of neurotic symptoms when tested in different situations, both in terms of expression and content. At the beginning of the school year, neurotic symptoms, more demonstrated in some aspects of aggressiveness, while at the end of school year, psychotism is more demonstrated. The presented summarized results indicate that at the beginning of the school year, neurotic symptoms are strongly associated with aggression. There is a tendency towards a lower level of social responsiveness, both in the self-assessment of real behavior and in the ideal “I”-image of students in the last year of their studies. The neurotic symptomatology, more demonstrated due to specific conditions in the life of young people and in relation to the characteristics of age.

How re-training process affect the performance of no-reference image quality metric for face images

2019 ◽  
Vol 2019 (5) ◽  
pp. 528-1-528-6
Author(s):  
Xinwei Liu ◽  
Christophe Charrier ◽  
Marius Pedersen ◽  
Patrick Bours
Keyword(s):  
Image Quality ◽  
Reference Image ◽  
Training Process ◽  
Quality Metric ◽  
Face Images ◽  
Image Quality Metric

THE INFLUENCE OF SOCIAL NETWORKS IN FACILITATING TRAINING TRANSFER AND GOAL SETTING AMONGST SMALL BUSINESSWOMEN: A CONCEPTUAL FRAMEWORK

2017 ◽  
Vol 3 (2) ◽  
pp. 20
Author(s):  
Norlina Mohamed Noor ◽  
Raja Munirah Raja Mustapha
Keyword(s):  
Social Networks ◽  
Human Resource Development ◽  
Goal Setting ◽  
Training Transfer ◽  
Business Environment ◽  
Main Role ◽  
Training Process ◽  
Knowledge And Skills ◽  
The Social ◽  
Training Activities

Knowledge and skills have become the most crucial resource capital which enables organizations to survive in the ever changing business environment. One of the common strategies for organizations to increase their performance and productivity is through training and the main role of human resource development is to fulfil the needs of the organizations by providing employees with up to date expertise, information, knowledge and skills. Since huge financial investments and enormous time are allocated for training, organizations hope that the training will lead to the desired workoutcomes. However, this does not always happen. There is only a small percentage of training programs which had successfully shown lasting transferability to the workplace and this indicates thatunderstanding and improving the training transfer process is still a major concern for training researchers and practitioners. As training transfer is influenced by several variables at different levels of analysis, this study attempts to investigate the relationship between training transfer determinants, the involvement of different stakeholders and training activities in the training process. Specifically, this study investigates the influence of training transfer determinants on goal setting amongst small businesswomen. In addition, it will emphasize the roles of primary stakeholders in the social networkat different times during the training process towards achieving training transfer. Therefore, the framework postulates social networks as a moderating variable in enhancing training transfer andgoal setting amongst small businesswomen. 

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