4 results match your criteria Intervention [Journal]

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Task sharing in rural Haiti: Qualitative assessment of a brief, structured training with and without apprenticeship supervision for community health workers.

Intervention (Amstelveen) 2015 Jul;13(2):135-155

He is currently an Assistant Professor of Psychiatry, Global Health, and Cultural Anthropology at the Duke Global Health Institute and Department of Psychiatry at Duke University School of Medicine.

Despite growing support for supervision after task sharing trainings in humanitarian settings, there is limited research on the experience of trainees in apprenticeship and other supervision approaches. Studying apprenticeships from trainees' perspectives is crucial to refine supervision and enhance motivation for service implementation. The authors implemented a multi-stage, transcultural adaptation for a pilot task sharing training in Haiti entailing three phases: 1) literature review and qualitative research to adapt a mental health and psychosocial support training; 2) implementation and qualitative process evaluation of a brief, structured group training; and 3) implementation and qualitative evaluation of an apprenticeship training, including a two year follow-up of trainees. Read More

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http://dx.doi.org/10.1097/WTF.0000000000000074DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4501397PMC
July 2015
11 Reads

Dissemination and implementation of evidence based, mental health interventions in post conflict, low resource settings.

Intervention (Amstelveen) 2014 Dec;12(Suppl 1):94-112

Institute of Psychiatry, King's College London.

The burden of mental health problems in (post)conflict low- and middle-income countries (LMIC) is substantial. Despite growing evidence for the effectiveness of selected mental health programs in conflict-affected LMIC and growing policy support, actual uptake and implementation have been slow. A key direction for future research, and a new frontier within science and practice, is Dissemination and Implementation (DI) which directly addresses the movement of evidence-based, effective health care approaches from experimental settings into routine use. Read More

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http://dx.doi.org/10.1097/WTF.0000000000000070DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5356225PMC
December 2014
27 Reads

Embedding Number-Combinations Practice Within Word-Problem Tutoring.

Interv Sch Clin 2010 Sep;46(1):22-30

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Read More

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http://dx.doi.org/10.1177/1053451210369516DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3365562PMC
September 2010
13 Reads

Building an evidence base on mental health interventions for children affected by armed conflict.

Intervention (Amstelveen) 2008 ;6(1):39-56

Department of Population and International Health. Fran├žois-Xavier Bagnoud Center for Health and Human Rights, Harvard School of Public Health, 651 Huntington Avenue, 7th floor, Boston, MA 02115 USA,

This paper reviews what is currently known from research about the effectiveness of interventions to address mental health problems in children and adolescents affected by armed conflict. The focus will be on interventions delivered in conflict affected countries either during active humanitarian emergencies or during the post conflict period. The paper will discuss two main paradigms of intervention dominating the field: psychosocial approaches and clinical/psychiatric approaches. Read More

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http://dx.doi.org/10.1097/WTF.0b013e3282f761ffDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2789493PMC
January 2008
12 Reads
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