scholarly journals Capacity building: a study of career academies and student career self-efficacy.

2020 ◽  
Author(s):  
Shawn Hinds
Keyword(s):  
Capacity Building ◽  
Self Efficacy ◽  
Career Academies

scholarly journals Continuing Education to Go: Capacity Building in Psychotherapies for Front-Line Mental Health Workers in Underserviced Communities

2013 ◽  
Vol 58 (6) ◽  
pp. 335-343 ◽  
Author(s):  
Paula Ravitz ◽  
Robert G Cooke ◽  
Scott Mitchell ◽  
Scott Reeves ◽  
John Teshima ◽  
...  
Keyword(s):  
Continuing Education ◽  
Capacity Building ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Treatment Guidelines ◽  
Health Workers ◽  
Common Mental Disorders ◽  
Front Line ◽  
Behaviour Therapy ◽  
Front Line Workers

Objective: To address the gaps between need and access, and between treatment guidelines and their implementation for mental illness, through capacity building of front-line health workers. Methods: Following a learning needs assessment, work-based continuing education courses in evidence-supported psychotherapies were developed for front-line workers in underserviced community settings. The 5-hour courses on the fundamentals of cognitive-behavioural therapy, interpersonal psychotherapy, motivational interviewing, and dialectical behaviour therapy each included videotaped captioned simulations, interactive lesson plans, and clinical practice behaviour reminders. Two courses, sequentially offered in 7 underserviced settings, were subjected to a mixed methods evaluation. Ninety-three nonmedical front-line workers enrolled in the program. Repeated measures analysis of variance was used to assess pre- and postintervention changes in knowledge and self-efficacy. Qualitative data from 5 se mi structured focus groups with 25 participants were also analyzed. Results: Significant pre- and postintervention changes in knowledge (P < 0.001) were found in course completers. Counselling self-efficacy improved in participants who took the first course offered (P = 0.001). Dropouts were much less frequent in peer-led, small-group learning than in a self-directed format. Qualitative analysis revealed improved confidence, morale, self-reported practice behaviour changes, and increased comfort in working with difficult clients. Conclusion: This work-based, multimodal, interactive, interprofessional curriculum for knowledge translation of psychotherapeutic techniques is feasible and helpful. A peer-led group format is preferred over self-directed learning. Its application can build capacity of front-line health workers in helping patients who suffer from common mental disorders.

Project Shake-It-Up: Using health promotion, capacity building and a disability studies framework to increase self efficacy

2009 ◽  
Vol 32 (9) ◽  
pp. 741-754 ◽  
Author(s):  
Pamela Block ◽  
Elizabeth A. Vanner ◽  
Christopher B. Keys ◽  
James H. Rimmer ◽  
Sarah Everhart Skeels
Keyword(s):  
Health Promotion ◽  
Capacity Building ◽  
Disability Studies ◽  
Self Efficacy

scholarly journals Process Evaluation of TeamUp: A Movement–Based Psychosocial Intervention for Refugee Children in the Netherlands

2020 ◽  
Author(s):  
Alexandra Carina Eva Bleile ◽  
Gabriela Veronica Koppenol-Gonzalez ◽  
Katia Verreault ◽  
Karin Abeling ◽  
Elin Hofman ◽  
...  
Keyword(s):  
Capacity Building ◽  
Process Evaluation ◽  
Psychosocial Intervention ◽  
Self Efficacy ◽  
Positive Impact ◽  
Refugee Children ◽  
Energy Regulation ◽  
Psychosocial Needs ◽  
Implementation Quality ◽  
Individual Level

Abstract Background: Nearly 60,000 people applied for asylum in the Netherland in 2015, confronting the governmental structures and services with great administrative, logistical and service provision challenges. Refugee children’s psychosocial needs and wellbeing are often overlooked, and post-migration support is of pivotal importance.Methods: An easy accessible movement–based psychosocial intervention, called TeamUp, was developed for children aged 6-17 living in refugee reception centres. A mixed-method process evaluation was conducted of (1) implementation process, assessing attendance (n = 2183 children, and n = 209 children); (2) implementation quality, using structured observations at two time points) to evaluate facilitator’s (2a) individual-level fidelity (n = 81 facilitators); (2b) team-level fidelity (n = 22 teams); (2c) facilitators’ competencies (n = 81); (2d) trainee perceived self-efficacy pre-post training (n = 73); and (3) perceptions on implementation and outcomes, employing a survey (n = 99), focus group discussions and key informant interviews with children (n = 94), facilitators (n = 24) and reception centre staff (n = 10).Results: Attendance lists showed a mean of 8.5 children per session, and children attending 31.3% of sessions. Structured observations demonstrated 49.2% and 58.2% individual-level fidelity, 72.5% and 73.0% team-level fidelity, and 82.9% and 88.4% adequacy in competencies, each at T1 and T2 respectively. Main challenges that were reported included managing children’s energy regulation (e.g. offering settling moments) and challenging behaviour. Training participation significantly improved perceived self-efficacy for trainees. The facilitator survey demonstrated on average, high satisfaction and self-efficacy, low experienced burden, and high perceived capacity-building support. Qualitatively, TeamUp was positively perceived by all stakeholders and was regarded as contributing to children’s psychosocial outcomes.Conclusion: (1) Attendance and group size were lower than expected. (2) The intervention’s facilitator fidelity ranged from moderate to adequate – exhibiting a need for specific fidelity strengthening and capacity-building – while facilitator competencies were high. Trainee’s perceived self-efficacy improved significantly following a two-day training. (3) Facilitators expressed high levels of satisfaction, self-efficacy and support, and low burden. The intervention was positively perceived by all stakeholders and to have a positive impact on children’s psychosocial learning and wellbeing.

scholarly journals ECHO Care of the Elderly: Innovative Learning to Build Capacity in Long-term Care

2021 ◽  
Vol 24 (1) ◽  
pp. 36-43
Author(s):  
Navena R. Lingum ◽  
Lisa Guttman Sokoloff ◽  
James Chau ◽  
Sid Feldman ◽  
Shaen Gingrich ◽  
...  
Keyword(s):  
Health Care ◽  
Capacity Building ◽  
Health Care Providers ◽  
Self Efficacy ◽  
Long Term Care ◽  
The Elderly ◽  
Care Providers ◽  
Term Care ◽  
Building Program

Background Older adults are entering long-term care (LTC) homes with more complex care needs than in previous decades, resulting in demands on point-of-care staff to provide additional and specialty services. This study evaluated whether Project ECHO® (Extension for Community Healthcare Outcomes) Care of the Elderly Long-Term Care (COE-LTC)—a case-based online education program—is an effective capacity-building program among interprofessional health-care teams caring for LTC residents. Methods A mixed-method, pre-and-post study comprised of satisfaction, knowledge, and self-efficacy surveys and exploration of experience via semi-structured interviews. Participants were interprofessional health-care providers from LTC homes across Ontario. Results From January–March 2019, 69 providers, nurses/nurse practitioners (42.0%), administrators (26.1%), physicians (24.6%), and allied health professionals (7.3%) participated in 10 weekly, 60-minute online sessions. Overall, weekly session and post-ECHO satisfaction were high across all domains. Both knowledge scores and self-efficacy ratings increased post-ECHO, 3.9% (p = .02) and 9.7 points (p < .001), respectively. Interview findings highlighted participants’ appreciation of access to specialists, recognition of educational needs specific to LTC, and reduction of professional isolation. Conclusion We demonstrated that ECHO COE-LTC can be a successful capacity-building educational model for interprofessional health-care providers in LTC, and may alleviate pressures on the health system in delivering care for residents.

scholarly journals Development and Effectiveness of a Community Capacity Building Program for the Wellness of Traditional Marketplace Merchants: A Pilot Study

2021 ◽  
Vol 18 (22) ◽  
pp. 12238
Author(s):  
Yeojoo Chae ◽  
Yeongmi Ha
Keyword(s):  
Capacity Building ◽  
Self Efficacy ◽  
Health Knowledge ◽  
Working Hours ◽  
Community Capacity ◽  
Control Group ◽  
Community Capacity Building ◽  
Building Program ◽  
And Control ◽  
Capacity Building Program

Merchants in the traditional marketplace are exposed to poor working conditions, such as long working hours, musculoskeletal stress, lack of physical activity, irregular meal times, and nutritional imbalance. This study aimed to develop a community capacity-building program for the wellness of traditional marketplace merchants and examine its effectiveness. A total of 60 merchants from two traditional markets were allocated to an experimental group and control group. The program consisted of four sections: Training wellness leaders in the traditional marketplace, wellness, organizing wellness committee, and promoting wellness partnerships. The program was conducted over 12 weeks. Significant differences were observed in week 12 between the experimental and control groups in leadership (p = 0.010), health knowledge (p < 0.001), health self-efficacy (p = 0.016), wellness (p = 0.001), and community capacity (p = 0.038). The community capacity-building program for the wellness of traditional marketplace merchants was effective in improving marketplace merchants’ leadership, health knowledge, health self-efficacy, wellness, and community capacity. Therefore, it is recommended to actively utilize this community capacity program for market merchants.

scholarly journals Integrating Evidence-Supported Psychotherapy Principles in Mental Health Case Management: A Capacity-Building Pilot

2019 ◽  
Vol 64 (12) ◽  
pp. 855-862
Author(s):  
Paula Ravitz ◽  
Suze Berkhout ◽  
Andrea Lawson ◽  
Tatjana Kay ◽  
Susan Meikle
Keyword(s):  
Mental Health ◽  
Capacity Building ◽  
Self Efficacy ◽  
Culturally Sensitive ◽  
Case Managers ◽  
Evidence Based ◽  
Therapeutic Principles ◽  
Trauma Informed ◽  
And Training ◽  
Case Based

Objectives: Mental health case managers comprise a large workforce who help patients who struggle with complex mental illnesses and unmet needs with respect to the social determinants of health. This mixed-methods capacity-building pilot examined the feasibility, experiences, and outcomes of training community-based mental health case managers to integrate evidence-based psychotherapy principles into their case conceptualization and management practices. Methods: Case-based, once-weekly, group consultations and training in applied therapeutic principles from mentalizing, interpersonal psychotherapy, motivational interviewing, and other evidence-based psychotherapies were provided to case managers over 8 months. A trauma-informed and culturally sensitive approach was emphasized to improve therapeutic alliances and to foster adaptive expertise and an appreciation of individual patient differences. Results: Qualitative analyses of focus groups and individualized interviews identified a shift toward being more reflective rather than reactive, with improved empathy, patient engagement, morale, and confidence resulting from the training ( N = 16). Self-reported pre–post counseling self-efficacy changes revealed significant improvements overall, driven by improved microskills and an ability to deal with challenging client behaviors ( N = 10; P < 0.05). Conclusions: This pilot demonstrated that case-based consultations and training of mental health case managers within a community-of-practice in trauma-informed, culturally sensitive application of evidence-supported psychotherapy principles were feasible and acceptable with scalable potential to improve case managers’ counseling self-efficacy, reflective capacity, empathy, and morale. Further research in this area is needed with a larger sample, and patient and health systems outcomes.

scholarly journals Pelatihan Ibu Pembelajar : Upaya Peningkatan Kapasitas Ibu Dalam Mengasuh Anak Di Desa Pantai Bahagia Kecamatan Muara Gembong Kabupaten Bekasi Jawa Barat

2018 ◽  
Vol 4 (3) ◽  
pp. 28
Author(s):  
Meilanny Budiarti Santoso ◽  
Dessy Hasanah Siti Asiah
Keyword(s):  
Child Development ◽  
Capacity Building ◽  
Self Efficacy ◽  
Development Stage ◽  
Parental Perceptions ◽  
The Family ◽  
Training Activities ◽  
The Many

ABSTRAKDi tengah banyaknya tantangan untuk dapat membesarkan anak dengan baik dan sesuai dengan harapan orang tua, para orang tua pun dihadapkan pada kenyataan maraknya berbagai permasalahan yang menimpa anak-anak. Ibu sebagai orang tua yang lebih banyak menghabiskan waktu bersama anak terutama pada saat anak berusia masih kecil dan sebagai sosok yang memegang peranan sebagai pengasuh dan pendidik di dalam keluarga menjadikan ibu memegang peranan penting dalam keluarga. Dalam situasi demikian, seorang ibu dituntut memiliki pengetahuan mengenai tahapan perkembangan anak. Faktor penting lainnya dalam pengasuhan adalah parenting self-efficacy yang dimaknai sebagai perkiraan orang tua terhadap kompetensi yang dimilikinya dalam perannya sebagai orang tua, atau persepsi orang tua terhadap kemampuannya untuk mempengaruhi perilaku dan perkembangan anak secara positif.Berdasarkan situasi tersebut, maka kegiatan pelatihan peningkatan kapasitas ibu menjadi seorang pembelajar dipandang sangat perlu untuk dilakukan, agar para ibu memiliki pengetahuan, sikap dan keterampilan yang terus berkembang dalam mengasuh dan mendidik anak-anaknya.ABSTRACTIn the midst of the many challenges to be able to raise children well and in accordance with the expectations of parents, the parents were faced with the fact of the rampant various problems that befell children. Mothers as parents who spend more time with children, especially when the child was a child and as a figure who plays the role of caregivers and educators in the family to make mothers play an important role in the family. In such a situation, a mother is required to have knowledge of the stages of child development. Another important factor in parenting is the parenting self-efficacy that is interpreted as an estimate of the parents of the competence it has in its role as a parent, or parental perceptions of its ability to influence the behavior and development of children positively.Based on the situation, the training activities to improve the capacity of mothers to be a learner is very necessary to be done, so that mothers have the knowledge, attitudes and skills that continue to grow in nurturing and educating their children.Keywords: mother learner, mother capacity building, child development stage, parenting self-efficacy

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

Sign in / Sign up

Export Citation Format

Share Document