subject:(Social intervention)

Clemson University

1. Dunn, Michelle. The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students.

Degree: PhD, Teaching and Learning, 2019, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/2457

► This study investigated the impact of a social-emotional learning (SEL) curriculum on the social-emotional competence skills of second grade students in the general education… (more)

Subjects/Keywords: intervention; SEL; Social emotional learning

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APA (6^th Edition):

Dunn, M. (2019). The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2457

Chicago Manual of Style (16^th Edition):

Dunn, Michelle. “The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students.” 2019. Doctoral Dissertation, Clemson University. Accessed January 22, 2021. https://tigerprints.clemson.edu/all_dissertations/2457.

MLA Handbook (7^th Edition):

Dunn, Michelle. “The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students.” 2019. Web. 22 Jan 2021.

Vancouver:

Dunn M. The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2021 Jan 22]. Available from: https://tigerprints.clemson.edu/all_dissertations/2457.

Council of Science Editors:

Dunn M. The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2457

University of Sydney

2. Wilkes-Gillan, Sarah. The development and evaluation of a play-based intervention for improving the social play skills of children with ADHD .

Degree: 2015, University of Sydney

URL: http://hdl.handle.net/2123/13685

► We conducted three phases of research with aim to establish an effective, feasible and appropriate intervention for improving the social play skills of children with… (more)

▼ We conducted three phases of research with aim to establish an effective, feasible and appropriate intervention for improving the social play skills of children with ADHD. Participants included 43 children formally diagnosed with ADHD, their 37 parents and 43 typically-developing playmates. Test of Playfulness total scores were used to examine children’s social play. Phase 1 examined the long-term effectiveness and appropriateness of a pilot therapist-delivered play-based intervention conducted 18-months prior to the beginning of this research. Five families from the original study participated. Children’s social play outcomes were maintained 18-months post intervention and parents reported continuing to use the intervention strategies. Phase 2 focused on the development of a parent-delivered version of the intervention. The intervention was trialled with the five families who participated in Phase 1 and then with nine families who had not received any play-based intervention. The social play outcomes of both groups of children improved significantly from pre-test to one-month follow-up. Five parents’ interview themes suggested they experienced some barriers to implementing the intervention, whereas the nine parents in the second group reported no difficulties with implementation. Phase 3 examined the effectiveness of a ten-week play-based intervention with 29 children. The change in the social play skills of the intervention-first group was significantly greater than the control-first waitlist group. Combined pre-test and post-test data from the two groups indicated children’s social play skills improved significantly with a large effect from pre- to post-intervention. The results of the research demonstrate that the play-based intervention is an effective, feasible and appropriate approach for addressing the social play difficulties of children with ADHD. The primary applications from these findings are discussed and future directions are proposed.

Subjects/Keywords: ADHD; psychosocial intervention; social interactions

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APA (6^th Edition):

Wilkes-Gillan, S. (2015). The development and evaluation of a play-based intervention for improving the social play skills of children with ADHD . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13685

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wilkes-Gillan, Sarah. “The development and evaluation of a play-based intervention for improving the social play skills of children with ADHD .” 2015. Thesis, University of Sydney. Accessed January 22, 2021. http://hdl.handle.net/2123/13685.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wilkes-Gillan, Sarah. “The development and evaluation of a play-based intervention for improving the social play skills of children with ADHD .” 2015. Web. 22 Jan 2021.

Vancouver:

Wilkes-Gillan S. The development and evaluation of a play-based intervention for improving the social play skills of children with ADHD . [Internet] [Thesis]. University of Sydney; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2123/13685.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilkes-Gillan S. The development and evaluation of a play-based intervention for improving the social play skills of children with ADHD . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13685

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

3. Regehr, Elise. The Impact of an Intervention on Social Skills of Young Children with Prenatal Alcohol Exposure.

Degree: MEd, Department of Educational Psychology, 2014, University of Alberta

URL: https://era.library.ualberta.ca/files/ft848t145

► FASD is an umbrella term used to describe the continuum of effects that result from prenatal alcohol exposure (PAE) on the developing brain, which causes… (more)

▼ FASD is an umbrella term used to describe the continuum of effects that result from prenatal alcohol exposure (PAE) on the developing brain, which causes a multitude of behavioural impairments, including deficits in adaptive behaviours such as social skills. Although there are many interventions designed to help prevent the negative outcomes for children that result from impaired social skills for many clinical populations there is a dearth of intervention research for children with PAE or with an FASD. Therefore, the current study aimed to first, gather more information of the social profile of children with PAE or with an FASD, as well as factors that could impact social functioning and secondly, examine the effectiveness of a brief (10 half hour sessions) individualized social skills intervention for children with PAE or with an FASD. At pre-test, twenty-nine participants (14 male and 15 female; 17 with PAE and 11 with an FASD) aged 4 to 10 (M=7 years, 6 months) partook in the study (post-testing data was unavailable for one participant). Participant’s social skills and problem behaviours were evaluated and then compared to demographic information. To examine the effectiveness of the social skills intervention children with PAE or with an FASD in the social skills (n=14) were compared to matched participants in a comparison intervention (n=14). The results suggest that on average participants had significant social skills impairments and problem behaviours with a specific pattern of social skills strengths (cooperation and reduced bullying) and weaknesses (responsibility and hyperactivity). These difficulties were not significantly related to factors such as number of home placements, IQ, age, SES, sex or diagnosis. Following the social skills intervention, children’s problem behaviours decreased however, these effects when compared to the comparison intervention approached significance. Knowledge of how their social skills profile differs from other clinical populations may aid in differentiating these children from other clinical populations as well as providing tailored interventions for this population. However, more intervention research needs to be conducted to determine how to support optimal development for this population.

Subjects/Keywords: FASD; FASD, Children, Intervention, Social Skills; Intervention; Children; Social Skills

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APA (6^th Edition):

Regehr, E. (2014). The Impact of an Intervention on Social Skills of Young Children with Prenatal Alcohol Exposure. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ft848t145

Chicago Manual of Style (16^th Edition):

Regehr, Elise. “The Impact of an Intervention on Social Skills of Young Children with Prenatal Alcohol Exposure.” 2014. Masters Thesis, University of Alberta. Accessed January 22, 2021. https://era.library.ualberta.ca/files/ft848t145.

MLA Handbook (7^th Edition):

Regehr, Elise. “The Impact of an Intervention on Social Skills of Young Children with Prenatal Alcohol Exposure.” 2014. Web. 22 Jan 2021.

Vancouver:

Regehr E. The Impact of an Intervention on Social Skills of Young Children with Prenatal Alcohol Exposure. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2021 Jan 22]. Available from: https://era.library.ualberta.ca/files/ft848t145.

Council of Science Editors:

Regehr E. The Impact of an Intervention on Social Skills of Young Children with Prenatal Alcohol Exposure. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/ft848t145

Kansas State University

4. Rose, Angela. Comparing the effects of tailored behavioral feedback and descriptive social norms intervention messages on excessive social media use.

Degree: MS, Department of Psychological Sciences, 2020, Kansas State University

URL: http://hdl.handle.net/2097/40651

► Excessive internet use can have various consequences such as low job performance, poor academic performance, and issues in interpersonal relationships. Previous research in the area… (more)

▼ Excessive internet use can have various consequences such as low job performance, poor academic performance, and issues in interpersonal relationships. Previous research in the area has focused on treating this issue after it reaches the level of a diagnosable addiction disorder. However, it is important to understand whether excessive use can be discouraged and potentially reduced before users develop an addiction disorder. Currently, one of the most popular uses of the internet is social media; therefore, the current study specifically targeted excessive social media use. In an effort to discourage excessive social media use, two different message intervention approaches were implemented. A behavioral feedback message addressed excessive use at the individual level by providing information about the potential consequences from their current amount of social media use. A social norms message provided general information about the average adult’s social media use. These interventions were compared to a control message (no information about excessive use) as well as a generic consequences message (general consequences one may experience from excessive use). Using a multiple regression analysis, the study found that those who read the behavioral feedback message were more likely to report that they believed that they spend too much time on social media. In contrast, a second multiple regression analysis found that those who read the social norms message were more likely to report that they intended to reduce their social media use in the future. In the domain of social media, it seems that behavioral feedback has more of an effect on attitudes, while social norms has more of an effect on intended future behavior. These findings do not indicate whether one type of intervention is more favorable than the other; rather, it seems that the two interventions may be working through different mechanisms, such that one may result in attitude change before behavior change, while the other may result in the opposite. Advisors/Committee Members: Laura A. Brannon.

Subjects/Keywords: social media; social norms; behavioral feedback; intervention

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APA (6^th Edition):

Rose, A. (2020). Comparing the effects of tailored behavioral feedback and descriptive social norms intervention messages on excessive social media use. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/40651

Chicago Manual of Style (16^th Edition):

Rose, Angela. “Comparing the effects of tailored behavioral feedback and descriptive social norms intervention messages on excessive social media use.” 2020. Masters Thesis, Kansas State University. Accessed January 22, 2021. http://hdl.handle.net/2097/40651.

MLA Handbook (7^th Edition):

Rose, Angela. “Comparing the effects of tailored behavioral feedback and descriptive social norms intervention messages on excessive social media use.” 2020. Web. 22 Jan 2021.

Vancouver:

Rose A. Comparing the effects of tailored behavioral feedback and descriptive social norms intervention messages on excessive social media use. [Internet] [Masters thesis]. Kansas State University; 2020. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2097/40651.

Council of Science Editors:

Rose A. Comparing the effects of tailored behavioral feedback and descriptive social norms intervention messages on excessive social media use. [Masters Thesis]. Kansas State University; 2020. Available from: http://hdl.handle.net/2097/40651

University of Oregon

5. Erturk, Buket. Experimental Examination of the Effects of Parent-Implemented Select Intervention on Social-Emotional Development of Infants and Toddlers.

Degree: PhD, Department of Special Education and Clinical Sciences, 2020, University of Oregon

URL: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25293

► In the present study, a concurrent and a nonconcurrent multiple baseline single-case design across parent-child dyads were used to evaluate the effects of a parent… (more)

Subjects/Keywords: early intervention; parent-implemented intervention; social-emotional; toddler

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APA (6^th Edition):

Erturk, B. (2020). Experimental Examination of the Effects of Parent-Implemented Select Intervention on Social-Emotional Development of Infants and Toddlers. (Doctoral Dissertation). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25293

Chicago Manual of Style (16^th Edition):

Erturk, Buket. “Experimental Examination of the Effects of Parent-Implemented Select Intervention on Social-Emotional Development of Infants and Toddlers.” 2020. Doctoral Dissertation, University of Oregon. Accessed January 22, 2021. https://scholarsbank.uoregon.edu/xmlui/handle/1794/25293.

MLA Handbook (7^th Edition):

Erturk, Buket. “Experimental Examination of the Effects of Parent-Implemented Select Intervention on Social-Emotional Development of Infants and Toddlers.” 2020. Web. 22 Jan 2021.

Vancouver:

Erturk B. Experimental Examination of the Effects of Parent-Implemented Select Intervention on Social-Emotional Development of Infants and Toddlers. [Internet] [Doctoral dissertation]. University of Oregon; 2020. [cited 2021 Jan 22]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25293.

Council of Science Editors:

Erturk B. Experimental Examination of the Effects of Parent-Implemented Select Intervention on Social-Emotional Development of Infants and Toddlers. [Doctoral Dissertation]. University of Oregon; 2020. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25293

University of Arizona

6. Bohjanen, Sharon Lynn. Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs .

Degree: 2016, University of Arizona

URL: http://hdl.handle.net/10150/612613

► Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services.… (more)

Subjects/Keywords: early intervention; IDEIA; Part C Programs; quality early intervention; Social justice model for early intervention; Special Education; Access to early intervention

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APA (6^th Edition):

Bohjanen, S. L. (2016). Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612613

Chicago Manual of Style (16^th Edition):

Bohjanen, Sharon Lynn. “Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs .” 2016. Doctoral Dissertation, University of Arizona. Accessed January 22, 2021. http://hdl.handle.net/10150/612613.

MLA Handbook (7^th Edition):

Bohjanen, Sharon Lynn. “Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs .” 2016. Web. 22 Jan 2021.

Vancouver:

Bohjanen SL. Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10150/612613.

Council of Science Editors:

Bohjanen SL. Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612613

University of Dayton

7. Moeller, Juliana Lynne. Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students.

Degree: Specialist in Education (Ed.S.), School Psychology, 2019, University of Dayton

URL: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965

► The present study examined the impact of a small group executive functioning intervention on fourth grade students. Executive skills allow individuals to plan and organize… (more)

Subjects/Keywords: Social Psychology; executive functioning; executive skills; schools; elementary students; intervention; organization intervention; executive functioning intervention; planning intervention

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APA (6^th Edition):

Moeller, J. L. (2019). Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Moeller, Juliana Lynne. “Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students.” 2019. Thesis, University of Dayton. Accessed January 22, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Moeller, Juliana Lynne. “Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students.” 2019. Web. 22 Jan 2021.

Vancouver:

Moeller JL. Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students. [Internet] [Thesis]. University of Dayton; 2019. [cited 2021 Jan 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moeller JL. Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students. [Thesis]. University of Dayton; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

8. Ditshuizen, E. van. Depressie verminderen met een schrijfopdracht: zou het zo simpel kunnen zijn?.

Degree: 2012, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/251719

► Background: Present study examined whether a 'social belonging' school intervention (Walton & Cohen, 2011) in adolescents reduced depressive symptoms after five months compared with adolescents… (more)

▼ Background: Present study examined whether a 'social belonging' school intervention (Walton & Cohen, 2011) in adolescents reduced depressive symptoms after five months compared with adolescents without an intervention. Furthermore, the repetition of the intervention was investigated for a possible additional effect. This study also examined whether the intervention increased school performance of adolescents. The second main question of this study focused on possible explanatory factors, which play a role in the gender difference in effectiveness of the intervention. Methods: In this study, 194 high school students from 13 to 16 years participated, which were assigned to the intervention group with a writing assignment, control group with a writing assignment or the control group without a writing assignment. Results: There was a decrease in depressive symptoms for girls in the intervention group and the control group with a writing assignment in comparison with girls in the control group without a writing assignment. The boys in the three groups did not show a difference in depression. There was none additional effect after repeating the intervention. For school performance, there was only an effect of both writing assignments on the language courses. Both boys and girls in the intervention group and girls in the control group with writing assignment had improved grades. The study also investigated the explanatory factors underlying the gender difference in effectiveness of the intervention on depression. ‘Social belonging’ and ‘need to belong’ are no mediators of the gender difference in effectiveness of the writing assignments. No indications were found that the effective features of the writing assignment mediated the gender differences in effectiveness. Furthermore, the gender difference in the effectiveness of the intervention is partly explained by the higher initial level of depression. Discussion: In conclusion, the writing assignments did have an effect on depression and school performance. ‘Social belonging’, ‘need to belong’ and use of characteristics from the writings assignments were not mediators of the effectiveness of the writing assignments. The initial level of depression partly explained this gender difference in effectiveness. Further research is needed to investigate why the control group with a writing assignment showed similar results to the intervention group, why only in girls and an explanation for the gender differences in effectiveness. Advisors/Committee Members: Beek, Y. van.

Subjects/Keywords: Sociale Wetenschappen; Depression, adolescence, intervention, social belonging

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APA (6^th Edition):

Ditshuizen, E. v. (2012). Depressie verminderen met een schrijfopdracht: zou het zo simpel kunnen zijn?. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/251719

Chicago Manual of Style (16^th Edition):

Ditshuizen, E van. “Depressie verminderen met een schrijfopdracht: zou het zo simpel kunnen zijn?.” 2012. Masters Thesis, Universiteit Utrecht. Accessed January 22, 2021. http://dspace.library.uu.nl:8080/handle/1874/251719.

MLA Handbook (7^th Edition):

Ditshuizen, E van. “Depressie verminderen met een schrijfopdracht: zou het zo simpel kunnen zijn?.” 2012. Web. 22 Jan 2021.

Vancouver:

Ditshuizen Ev. Depressie verminderen met een schrijfopdracht: zou het zo simpel kunnen zijn?. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2021 Jan 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/251719.

Council of Science Editors:

Ditshuizen Ev. Depressie verminderen met een schrijfopdracht: zou het zo simpel kunnen zijn?. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/251719

University of California – Riverside

9. Couch, Lauren. The Bullying Literature Project: An Evaluation of a Class-Wide Bullying Intervention Program.

Degree: Education, 2015, University of California – Riverside

URL: http://www.escholarship.org/uc/item/4dv6t5j8

► ABSTRACT OF THE THESIS The Bullying Literature Project: An Evaluation of a Class-wide Bullying Intervention Program by Lauren Kelley Couch Master of Arts, Graduate Program… (more)

▼ ABSTRACT OF THE THESIS The Bullying Literature Project: An Evaluation of a Class-wide Bullying Intervention Program by Lauren Kelley Couch Master of Arts, Graduate Program in Education University of California, Riverside, June 2015 Dr. Cixin Wang, Chairperson As the problem of bullying on school campuses gains more attention among educators nationwide, the need for effective bullying prevention programs increases. Existing bullying interventions have either had mixed results in terms of effectiveness or have been highly resource intensive and challenging to implement. This study seeks to evaluate the effectiveness of The Bullying Literature Project (BLP), a brief class-wide bullying intervention designed to integrate into the existing curriculum and provide educators a cost-effective way to target bullying on campus. The BLP was implemented for five weeks in four elementary school classrooms; two fourth grade classrooms served as a waitlist control. Students completed a pre-test and post-test examining bullying behavior, victimization, bystander defending behavior, victim coping behavior, and attitudes related to bullying. Teachers completed a pre-test and post-test in which they reported on the bullying behavior, victimization, and pro-social behavior of their students. After controlling for gender and grade level, the results of a repeated measures ANOVA revealed significant treatment effects for teacher report of students’ pro-social behavior. A significant treatment effect was also found for student self-reported pro-bullying attitudes. Students in the control classrooms reported an increase in pro-bullying attitudes, while students in the treatment classroom did not show a change. However, no differences were seen between the treatment and control classrooms for student- or teacher- reported bullying or victimization. Additionally, no treatment effects were seen for bystander defending or victim coping behavior. Implications for practice for school psychologists and directions for future research are discussed.

Subjects/Keywords: Education; bullying intervention; elementary; pro-social behavior

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APA (6^th Edition):

Couch, L. (2015). The Bullying Literature Project: An Evaluation of a Class-Wide Bullying Intervention Program. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4dv6t5j8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Couch, Lauren. “The Bullying Literature Project: An Evaluation of a Class-Wide Bullying Intervention Program.” 2015. Thesis, University of California – Riverside. Accessed January 22, 2021. http://www.escholarship.org/uc/item/4dv6t5j8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Couch, Lauren. “The Bullying Literature Project: An Evaluation of a Class-Wide Bullying Intervention Program.” 2015. Web. 22 Jan 2021.

Vancouver:

Couch L. The Bullying Literature Project: An Evaluation of a Class-Wide Bullying Intervention Program. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2021 Jan 22]. Available from: http://www.escholarship.org/uc/item/4dv6t5j8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Couch L. The Bullying Literature Project: An Evaluation of a Class-Wide Bullying Intervention Program. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/4dv6t5j8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cornell University

10. Sosik, Victoria. Designing Systems To Leverage Social Media Content For Engagement With Positive Interventions.

Degree: PhD, Information Science, 2015, Cornell University

URL: http://hdl.handle.net/1813/39427

► Happiness is the ultimate goal for individuals worldwide, yet mood disorders affect more people than ever and many are unhappy. To support people in achieving… (more)

▼ Happiness is the ultimate goal for individuals worldwide, yet mood disorders affect more people than ever and many are unhappy. To support people in achieving happiness, the subfield of positive psychology was formed around the development of positive interventions, or activities that encourage people to reflect on positive aspects of their lives. These interventions are effective, but a key challenge for them in realworld practice is promoting access to and sustained engagement with intervention activities so they can benefit those in need. Positive psychologists suggest that interactive technologies can address these challenges, yet technology design is not within their realm of expertise. However areas of Human-Computer Interaction (HCI) specifically study ways that technologies support people in reflecting on their lives and changing their behaviors. This dissertation brings together these lines of research, suggesting and evaluating ways that technologies can be used to improve engagement with positive interventions. A key insight drawn from HCI research is the use of social media content as a record of people's experiences, which can then be used as inspiration in positive intervention activities, injecting variety into otherwise redundant exercises. We first present a pilot intervention to better understand questions around the design of such technologies. We then present the design and preliminary evaluation of Positivity, an intervention technology that leverages social media content and persuasive strategies to support completion of intervention activities. We do not find that Positivity is effective in increasing happiness, but through mixed-methods analysis we find partial success with respect to our design goals and specific system features. Our work contributes to positive psychology by presenting the design and evaluation of an intervention technology that leverages HCI research, suggesting features to support engagement and highlighting challenges in evaluating real-world intervention technologies. We also contribute to the small body of work studying persuasive technology interventions to support psychological, instead of physical, well-being. Finally, we heed critiques of personal informatics as focusing too heavily on data capture and show that by defining the purpose of reflection and selecting data that facilitates this purpose, personal informatics systems can effectively use data archives for reflection. Advisors/Committee Members: Cosley, Daniel R. (chair), Hancock, Jeffrey T. (committee member), Niederdeppe, Lee H. (committee member).

Subjects/Keywords: Happiness; Behavioral Intervention Technologies; Social Media

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APA (6^th Edition):

Sosik, V. (2015). Designing Systems To Leverage Social Media Content For Engagement With Positive Interventions. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/39427

Chicago Manual of Style (16^th Edition):

Sosik, Victoria. “Designing Systems To Leverage Social Media Content For Engagement With Positive Interventions.” 2015. Doctoral Dissertation, Cornell University. Accessed January 22, 2021. http://hdl.handle.net/1813/39427.

MLA Handbook (7^th Edition):

Sosik, Victoria. “Designing Systems To Leverage Social Media Content For Engagement With Positive Interventions.” 2015. Web. 22 Jan 2021.

Vancouver:

Sosik V. Designing Systems To Leverage Social Media Content For Engagement With Positive Interventions. [Internet] [Doctoral dissertation]. Cornell University; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1813/39427.

Council of Science Editors:

Sosik V. Designing Systems To Leverage Social Media Content For Engagement With Positive Interventions. [Doctoral Dissertation]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/39427

University of Ottawa

11. Thake, Jennifer. Does Increased Self-Compassion Improve Social Anxiety Symptomology? Results from a Mindfulness-Based Intervention for Social Anxiety Disorder .

Degree: 2015, University of Ottawa

URL: http://hdl.handle.net/10393/32593

► Purpose: This study assessed whether a mindfulness-based intervention (MBI) adapted for social anxiety disorder (SAD) led to increases in self-compassion and trait mindfulness, and whether… (more)

Subjects/Keywords: mindfulness; self-compassion; intervention; social anxiety

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APA (6^th Edition):

Thake, J. (2015). Does Increased Self-Compassion Improve Social Anxiety Symptomology? Results from a Mindfulness-Based Intervention for Social Anxiety Disorder . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/32593

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thake, Jennifer. “Does Increased Self-Compassion Improve Social Anxiety Symptomology? Results from a Mindfulness-Based Intervention for Social Anxiety Disorder .” 2015. Thesis, University of Ottawa. Accessed January 22, 2021. http://hdl.handle.net/10393/32593.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thake, Jennifer. “Does Increased Self-Compassion Improve Social Anxiety Symptomology? Results from a Mindfulness-Based Intervention for Social Anxiety Disorder .” 2015. Web. 22 Jan 2021.

Vancouver:

Thake J. Does Increased Self-Compassion Improve Social Anxiety Symptomology? Results from a Mindfulness-Based Intervention for Social Anxiety Disorder . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10393/32593.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thake J. Does Increased Self-Compassion Improve Social Anxiety Symptomology? Results from a Mindfulness-Based Intervention for Social Anxiety Disorder . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/32593

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – San Bernardino

12. Lewis, Megan L. Batterer Intervention Programs: A Research Project.

Degree: MSW, School of Social Work, 2017, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd/519

► The engagement process in group therapy is a significant step in the treatment of clients in building feelings of safety and inclusion, which becomes… (more)

Subjects/Keywords: Engagement; Batterer intervention programs; Social Work

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APA (6^th Edition):

Lewis, M. L. (2017). Batterer Intervention Programs: A Research Project. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lewis, Megan L. “Batterer Intervention Programs: A Research Project.” 2017. Thesis, California State University – San Bernardino. Accessed January 22, 2021. https://scholarworks.lib.csusb.edu/etd/519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lewis, Megan L. “Batterer Intervention Programs: A Research Project.” 2017. Web. 22 Jan 2021.

Vancouver:

Lewis ML. Batterer Intervention Programs: A Research Project. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2021 Jan 22]. Available from: https://scholarworks.lib.csusb.edu/etd/519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lewis ML. Batterer Intervention Programs: A Research Project. [Thesis]. California State University – San Bernardino; 2017. Available from: https://scholarworks.lib.csusb.edu/etd/519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – San Bernardino

13. Kemp, McKinsey. Social Work Services: How can Social Workers Improve the Healthcare Experience for People who are Homeless?.

Degree: MSW, School of Social Work, 2018, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd/639

► This research project focuses on how social workers can improve the healthcare experience for people who are homeless. The twelve participants in this study… (more)

Subjects/Keywords: homelessness; intervention; service connection; time; Social Work

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APA (6^th Edition):

Kemp, M. (2018). Social Work Services: How can Social Workers Improve the Healthcare Experience for People who are Homeless?. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/639

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kemp, McKinsey. “Social Work Services: How can Social Workers Improve the Healthcare Experience for People who are Homeless?.” 2018. Thesis, California State University – San Bernardino. Accessed January 22, 2021. https://scholarworks.lib.csusb.edu/etd/639.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kemp, McKinsey. “Social Work Services: How can Social Workers Improve the Healthcare Experience for People who are Homeless?.” 2018. Web. 22 Jan 2021.

Vancouver:

Kemp M. Social Work Services: How can Social Workers Improve the Healthcare Experience for People who are Homeless?. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2021 Jan 22]. Available from: https://scholarworks.lib.csusb.edu/etd/639.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kemp M. Social Work Services: How can Social Workers Improve the Healthcare Experience for People who are Homeless?. [Thesis]. California State University – San Bernardino; 2018. Available from: https://scholarworks.lib.csusb.edu/etd/639

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Sherbrooke

14. Neesham-Grenon, Fiona. L'intervention en travail social dans les situations d'autonégligence chez les personnes aînées.

Degree: 2012, Université de Sherbrooke

URL: http://hdl.handle.net/11143/6526

► Cette étude dévoile que les intervenants sociaux québécois ne sont pas familiers avec le terme autonégligence mais qu'ils sont néanmoins capables de parler du phénomène… (more)

▼ Cette étude dévoile que les intervenants sociaux québécois ne sont pas familiers avec le terme autonégligence mais qu'ils sont néanmoins capables de parler du phénomène à partir de leurs expériences pratiques. Ils conçoivent le phénomène comme un manque de volonté ou une incapacité à prendre soin de soi-même, ce qui fait référence à une notion d'intention que nous avons retenue afin de proposer une définition qui s'appuie sur nos données empiriques. De plus, les participants à cette étude associent un potentiel de risque à la santé ou à la sécurité de l'aîné qui s'autonéglige ou encore à son environnement. Bien que la conception du phénomène par les participants ne fasse pas consensus, il ressort que l'autonégligence est nécessairement influencée socialement et culturellement. Le cadre théorique de Berger et Luckmann (1986) a été utilisé afin de reconstruire le sens donné par les participants au phénomène de l'autonégligence. Les principaux défis soulevés par les participants de notre étude sont : la gestion du risque, la collaboration de l'aîné, les pressions de l'environnement exercées sur l'intervenant social et l'intensité et la fréquence des services accordés à l'aîné et à son environnement. Pour relever ces quatre défis, en nous appuyant sur le cadre de référence de la compétence proposé par Le Boterf (2000), cette étude présente plusieurs ressources (savoirs) mobilisées dans l'intervention auprès des aînés qui s'autonégligent. Ces ressources ne sont pas toutes spécifiques à l'intervention dans ces situations mais elles traduisent la complexité du phénomène et de la pratique du travail social. Ensuite, nous inspirant des travaux de l'Ordre professionnel des travailleurs sociaux et des thérapeutes familiaux et conjugaux du Québec (OPTSTCFQ), nous avons regroupé en quatre grandes familles les activités professionnelles mises de l'avant par nos participants dans ces situations: l'évaluation psychosociale, la planification de l'intervention, la réalisation de l'intervention puis l'établissement de la collaboration professionnelle et le travail d'équipe. À la lumière des résultats de cette étude, notre réflexion sur les liens possibles entre l'autonégligence et la maltraitance nous amène à affirmer qu'il s'agit de deux phénomènes sensibles et complexes qui présentent plusieurs liens de parenté. La discussion sur l'autonégligence en est encore à ses débuts au Québec et la pensée des intervenants n'est pas à son plein développement considérant que la plupart n'avait jamais entendu ce terme avant la présentation de notre étude. Néanmoins, nous voyons certainement l'occasion d'améliorer les conditions de vie des aînés en conjuguant les efforts de prévention, dépistage et intervention sur ces deux phénomènes, d'autant plus que la frontière est mince entre l'autonégligence et la maltraitance, une même situation pouvant basculer vers l'un ou l'autre. Finalement, nous proposons quelques pistes de réflexion et d'action pour des pratiques plus efficaces ou prometteuses. Il s'agit de l'évaluation des risques, de… Advisors/Committee Members: Beaulieu, Marie (advisor).

Subjects/Keywords: Compétence; Intervention; Travail social; Aînés; Maltraitance; Autonégligence

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APA (6^th Edition):

Neesham-Grenon, F. (2012). L'intervention en travail social dans les situations d'autonégligence chez les personnes aînées. (Masters Thesis). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/6526

Chicago Manual of Style (16^th Edition):

Neesham-Grenon, Fiona. “L'intervention en travail social dans les situations d'autonégligence chez les personnes aînées.” 2012. Masters Thesis, Université de Sherbrooke. Accessed January 22, 2021. http://hdl.handle.net/11143/6526.

MLA Handbook (7^th Edition):

Neesham-Grenon, Fiona. “L'intervention en travail social dans les situations d'autonégligence chez les personnes aînées.” 2012. Web. 22 Jan 2021.

Vancouver:

Neesham-Grenon F. L'intervention en travail social dans les situations d'autonégligence chez les personnes aînées. [Internet] [Masters thesis]. Université de Sherbrooke; 2012. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11143/6526.

Council of Science Editors:

Neesham-Grenon F. L'intervention en travail social dans les situations d'autonégligence chez les personnes aînées. [Masters Thesis]. Université de Sherbrooke; 2012. Available from: http://hdl.handle.net/11143/6526

University of Victoria

15. Randall, Katherine Dale. First Friends, a social-emotional preventive intervention program: the mediational role of inhibitory control.

Degree: Dept. of Psychology, 2011, University of Victoria

URL: http://hdl.handle.net/1828/3429

► The purpose of this study was to implement and assess the efficacy of a novel social skills intervention (First Friends; Graham, 2000, 2006) on improving… (more)

Subjects/Keywords: social skills; kindergarten; intervention; executive functioning

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APA (6^th Edition):

Randall, K. D. (2011). First Friends, a social-emotional preventive intervention program: the mediational role of inhibitory control. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3429

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Randall, Katherine Dale. “First Friends, a social-emotional preventive intervention program: the mediational role of inhibitory control.” 2011. Thesis, University of Victoria. Accessed January 22, 2021. http://hdl.handle.net/1828/3429.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Randall, Katherine Dale. “First Friends, a social-emotional preventive intervention program: the mediational role of inhibitory control.” 2011. Web. 22 Jan 2021.

Vancouver:

Randall KD. First Friends, a social-emotional preventive intervention program: the mediational role of inhibitory control. [Internet] [Thesis]. University of Victoria; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1828/3429.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Randall KD. First Friends, a social-emotional preventive intervention program: the mediational role of inhibitory control. [Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3429

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

16. Nadrozny, Trevor. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/99370

► The achievement gap between white and black students has been studied extensively, but little has been done to design policies and implement practices to challenge… (more)

Subjects/Keywords: Response to intervention; Social justice leadership

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APA (6^th Edition):

Nadrozny, T. (2017). Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed January 22, 2021. http://hdl.handle.net/2142/99370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Web. 22 Jan 2021.

Vancouver:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2142/99370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

17. York, Haley E. Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners.

Degree: MA, Psychology, 2012, Louisiana State University

URL: etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958

► The purpose of the current study was to determine the effectiveness of a manualized, universal social skills intervention for young students. Past research on the… (more)

Subjects/Keywords: universal; classwide; social skills; intervention; preschool

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APA (6^th Edition):

York, H. E. (2012). Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners. (Masters Thesis). Louisiana State University. Retrieved from etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958

Chicago Manual of Style (16^th Edition):

York, Haley E. “Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners.” 2012. Masters Thesis, Louisiana State University. Accessed January 22, 2021. etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958.

MLA Handbook (7^th Edition):

York, Haley E. “Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners.” 2012. Web. 22 Jan 2021.

Vancouver:

York HE. Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2021 Jan 22]. Available from: etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958.

Council of Science Editors:

York HE. Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958

Macquarie University

18. Palacios Obregon, Carlos Mauricio. Pushing humanitarian thought: from Adam Smith to Michel Foucault to the Volunteer Tourist.

Degree: 2018, Macquarie University

URL: http://hdl.handle.net/1959.14/1271910

►

Theoretical thesis.

Bibliography: pages 368-394.

Introduction – 1. After an old politics of suspicion: pushing social thought even beyond Foucault – 2. Unbinding radical affect:… (more)

Subjects/Keywords: Humanitarianism; Social problems; development; intervention; tourism; freedom

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APA (6^th Edition):

Palacios Obregon, C. M. (2018). Pushing humanitarian thought: from Adam Smith to Michel Foucault to the Volunteer Tourist. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1271910

Chicago Manual of Style (16^th Edition):

Palacios Obregon, Carlos Mauricio. “Pushing humanitarian thought: from Adam Smith to Michel Foucault to the Volunteer Tourist.” 2018. Doctoral Dissertation, Macquarie University. Accessed January 22, 2021. http://hdl.handle.net/1959.14/1271910.

MLA Handbook (7^th Edition):

Palacios Obregon, Carlos Mauricio. “Pushing humanitarian thought: from Adam Smith to Michel Foucault to the Volunteer Tourist.” 2018. Web. 22 Jan 2021.

Vancouver:

Palacios Obregon CM. Pushing humanitarian thought: from Adam Smith to Michel Foucault to the Volunteer Tourist. [Internet] [Doctoral dissertation]. Macquarie University; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1959.14/1271910.

Council of Science Editors:

Palacios Obregon CM. Pushing humanitarian thought: from Adam Smith to Michel Foucault to the Volunteer Tourist. [Doctoral Dissertation]. Macquarie University; 2018. Available from: http://hdl.handle.net/1959.14/1271910

19. Haendel, Angela D. Changes in Electroencephalogram Coherence in Adolescents with Autism Spectrum Disorder after a Social Skills Intervention.

Degree: 2018, Marquette University

URL: https://epublications.marquette.edu/dissertations_mu/837

► Autism spectrum disorder (ASD) is a developmental disorder that affects social communication and behavior. There is a consensus that neurological differences present in individuals with… (more)

▼ Autism spectrum disorder (ASD) is a developmental disorder that affects social communication and behavior. There is a consensus that neurological differences present in individuals with ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathology in ASD (O’Reilly, Lewis, & Elsabbagh, 2017), however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram, EEG, coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention. Two groups were utilized in this randomized controlled trial (RCT): an Experimental ASD Group (EXP ASD; n = 74) and a Waitlist Control ASD Group (WL ASD; n = 74). The study had 2 purposes. Aim 1 was to determine whether changes in EEG coherence differed in adolescents with ASD receiving PEERS® compared to a waitlist control group of ASD adolescents that did not receive the intervention. Results revealed a statistically significant difference between groups in EEG coherence in the occipital left to temporal left pair; indicating an increase of connectivity between the occipital left and temporal left regions after intervention. Aim 2 was to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills via the Social Skills Improvement System (SSIS: Gresham, 2009), Social Responsiveness Scale (SRS: Constantino, 2005), Quality of Socialization Questionnaire-Adolescent (QSQ-A: Laugeson, 2010), and Test of Adolescent Social Skills (TASSK: Laugeson, 2010). Results indicated a positive change in frontal right to parietal right coherence was linked to an increase in SSIS Social Skills scores at post-test. Positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers via the QSQ-A. Results of this study have implications for the importance of assessing response to treatment in ASD using neurobehavioral domains. Advisors/Committee Members: Van Hecke, Amy V., Jones Moyle, Maura, Johnson, Norah.

Subjects/Keywords: Autism; Coherence; EEG; Intervention; Social Skills; Neurosciences

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APA (6^th Edition):

Haendel, A. D. (2018). Changes in Electroencephalogram Coherence in Adolescents with Autism Spectrum Disorder after a Social Skills Intervention. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Haendel, Angela D. “Changes in Electroencephalogram Coherence in Adolescents with Autism Spectrum Disorder after a Social Skills Intervention.” 2018. Thesis, Marquette University. Accessed January 22, 2021. https://epublications.marquette.edu/dissertations_mu/837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Haendel, Angela D. “Changes in Electroencephalogram Coherence in Adolescents with Autism Spectrum Disorder after a Social Skills Intervention.” 2018. Web. 22 Jan 2021.

Vancouver:

Haendel AD. Changes in Electroencephalogram Coherence in Adolescents with Autism Spectrum Disorder after a Social Skills Intervention. [Internet] [Thesis]. Marquette University; 2018. [cited 2021 Jan 22]. Available from: https://epublications.marquette.edu/dissertations_mu/837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haendel AD. Changes in Electroencephalogram Coherence in Adolescents with Autism Spectrum Disorder after a Social Skills Intervention. [Thesis]. Marquette University; 2018. Available from: https://epublications.marquette.edu/dissertations_mu/837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kristianstad University

20. Nilsson, Kamilla. Musik som hjälpmedel för att öka aptiten hos äldre.

Degree: Education and Environment, 2014, Kristianstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12067

►

It has long been discussed how to use music in a new way in the field of food and elderly, and in this study,… (more)

▼

It has long been discussed how to use music in a new way in the field of food and elderly, and in this study, the authors wanted to test this. Music is the language of emotions. It’s a powerful tool, but its effects are difficult to predict (Theorell, 2009). Malnutrition in the elderly is a serious condition that often gets overlooked (Edfors & Westergren, 2012). According to the Swedish National Food Administration food and meals are important, not only to meet our needs for energy and nutrients, but also our quality of life, and that applies especially to food in eldercare (Svenska Livsmedelsverket, 2013). The purpose of this study was to investigate whether music can be used as a tool to increase appetite in the elderly and was clearly delineated against a quantitative and qualitative approach to cover the entire spectrum. The study was carried out at a retirement home in Kävlinge municipality, including a total of six informants (5 men and 1 woman). The results of the study show that participants in the study on elderly housing ate 19 % more during the lunch meal if music is played during the meal, and on average weight was increased by 1.2 kg by participants during the study. The main difference which the authors noticed was the change of the social interaction between health care consumers, from not having spoken to each other around the table during lunch meals, to engage in conversations on their own. The authors hope that the material developed during the study will be implemented by Kävlinge municipality in their daily activities. The music can be simple means to be a help to the staff in everyday life (Andersen et al., 2001).

Det har länge diskuterats hur man kan använda musik på nya sätt inom området mat och äldre och i denna studie vill författarna testa denna tes. Musik är känslornas språk. Det är ett kraftfullt medel, men effekterna kan vara svåra att förutsäga (Theorell, 2009). Undernäring hos äldre är ett allvarligt tillstånd som ofta blir förbisett (Edfors & Westergren, 2012). Enligt Livsmedelsverket är maten och måltiden viktig, inte bara för att tillgodose våra behov av energi och näringsämnen, utan även för vår livskvalitet, och det gäller framförallt maten inom äldreomsorgen (Svenska Livsmedelsverket, 2013). Syftet med studien var att undersöka om musik kan användas som ett hjälpmedel för att öka aptiten hos äldre och var tydligt avgränsad mot en kvantitativ och kvalitativ metod för täcka hela spektrumet. Studien utfördes på ett särskilt boende i Kävlinge kommun, totalt ingick sex informanter (5 män och 1 kvinna). Resultatet av studien visar att studiens deltagare på det särskilda boendet äter 19 % mer under lunchmåltiden om det spelas musik under måltiden och i genomsnitt gick deltagarna upp 1,2 kg under vår intervention. Den största skillnaden som författarna noterade var ökningen av den sociala interaktionen mellan vårdtagarna, från att inte ha samtalat med varandra kring bordet under lunchmåltiderna, till att föra konversationer på egen hand. Det material som…

Subjects/Keywords: elderly; music; intervention; lunch; meal and social interaction.; äldre; musik; intervention; lunchmåltid och social interaktion

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APA (6^th Edition):

Nilsson, K. (2014). Musik som hjälpmedel för att öka aptiten hos äldre. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12067

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nilsson, Kamilla. “Musik som hjälpmedel för att öka aptiten hos äldre.” 2014. Thesis, Kristianstad University. Accessed January 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12067.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nilsson, Kamilla. “Musik som hjälpmedel för att öka aptiten hos äldre.” 2014. Web. 22 Jan 2021.

Vancouver:

Nilsson K. Musik som hjälpmedel för att öka aptiten hos äldre. [Internet] [Thesis]. Kristianstad University; 2014. [cited 2021 Jan 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12067.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nilsson K. Musik som hjälpmedel för att öka aptiten hos äldre. [Thesis]. Kristianstad University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12067

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Gamburzew, Axel. La méthode du marketing social appliquée à une intervention nutritionnelle en magasin : A social marketing approach for a store-based nutrition intervention.

Degree: Docteur es, Sciences de la nutrition, 2018, Université Paris-Saclay (ComUE)

URL: http://www.theses.fr/2018SACLA005

►

Les populations défavorisées sont souvent peu réceptives aux messages de santé publiques, perçus comme trop complexes et peu adaptés. De nombreuses interventions nutritionnelles ont été… (more)

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Les populations défavorisées sont souvent peu réceptives aux messages de santé publiques, perçus comme trop complexes et peu adaptés. De nombreuses interventions nutritionnelles ont été menées, y compris en magasin, mais l’impact de ces interventions sur les comportements d’achats reste peu convaincant. L’utilisation des principes et des techniques issus du marketing pourrait constituer une stratégie efficace pour développer des interventions adaptées à ces populations.L’objectif de cette thèse était de développer, mettre en oeuvre et évaluer une intervention nutritionnelle dans deux magasins dans les quartiers Nord de Marseille, selon la méthode du marketing social. Pendant 6 mois, une sélection d’aliments peu coûteux et de bonne qualité nutritionnelle ont été mis en avant via un étiquetage en rayon, soutenu par une campagne de communication et des actions promotionnelles en magasin : dépliants, affiches, tête de gondole, stand de dégustation. L’analyse des achats des clients a montré un effet positif de l’intervention sur l’achat de féculents et de fruits et légumes. Un questionnaire rapide à la sortie des magasins a montré que 31 % des clients ont remarqué l’opération, et que ce pourcentage était plus élevé à la fin de l’intervention. Un questionnaire plus approfondi a montré que les clients ayant remarqué l’intervention obtenaient des scores plus élevés à un quiz sur la nutrition et comprenaient mieux le système d’étiquetage que les clients ne l’ayant pas vue.Bien que ces résultats soient plutôt encourageants, un certain nombre de questions demeurent, en particulier sur la temporalité du changement de comportement, l’importance de la segmentation de la cible et la prise en compte des comportements irrationnels et inconscients dans le marketing social.

Low-income populations are often unreceptive to public health messages that may be perceived as too complex and poorly adapted. Many nutrition interventions have been conducted, including store-based interventions, but their impact on purchase behaviors is not convincing. The use of marketing principles and techniques could be an effective strategy for developing interventions adapted to these populations.The objective of this PhD was to develop, implement and evaluate a nutrition intervention in two stores in the northern districts of Marseille (France), using a social marketing approach. For six months, a selection of inexpensive foods of good nutritional quality was promoted through shelf labeling, supported by a communication campaign and in-store promotional actions: leaflets, posters, endcap placement, tasting booth. Analysis of customer purchases showed a positive effect of the intervention on the purchases of starchy foods and fruits and vegetables. An exit survey revealed that 31% of customers had seen the intervention, and that this rate was higher at the end of the intervention. A more in-depth survey showed that customers who saw the intervention scored higher on a quiz about nutrition and had better understanding of the labeling system than did…

Advisors/Committee Members: Tomé, Daniel (thesis director).

Subjects/Keywords: Intervention nutritionnelle; Marketing social; Populations défavorisées; Nutrition intervention; Social marketing; Low-Income populations; 363.85

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gamburzew, A. (2018). La méthode du marketing social appliquée à une intervention nutritionnelle en magasin : A social marketing approach for a store-based nutrition intervention. (Doctoral Dissertation). Université Paris-Saclay (ComUE). Retrieved from http://www.theses.fr/2018SACLA005

Chicago Manual of Style (16^th Edition):

Gamburzew, Axel. “La méthode du marketing social appliquée à une intervention nutritionnelle en magasin : A social marketing approach for a store-based nutrition intervention.” 2018. Doctoral Dissertation, Université Paris-Saclay (ComUE). Accessed January 22, 2021. http://www.theses.fr/2018SACLA005.

MLA Handbook (7^th Edition):

Gamburzew, Axel. “La méthode du marketing social appliquée à une intervention nutritionnelle en magasin : A social marketing approach for a store-based nutrition intervention.” 2018. Web. 22 Jan 2021.

Vancouver:

Gamburzew A. La méthode du marketing social appliquée à une intervention nutritionnelle en magasin : A social marketing approach for a store-based nutrition intervention. [Internet] [Doctoral dissertation]. Université Paris-Saclay (ComUE); 2018. [cited 2021 Jan 22]. Available from: http://www.theses.fr/2018SACLA005.

Council of Science Editors:

Gamburzew A. La méthode du marketing social appliquée à une intervention nutritionnelle en magasin : A social marketing approach for a store-based nutrition intervention. [Doctoral Dissertation]. Université Paris-Saclay (ComUE); 2018. Available from: http://www.theses.fr/2018SACLA005

22. Ebang Ntoutoume, Landry. L'Intervention Sociale Associative (ISA) de Paris : une approche processuelle de l'exclusion : des fondements épistémologiques à l’ébauche d’une théorie typologique : The Associative Social Intervention (ASI) of Paris : a processual approach to exclusion : epistemological foundations to the outline of a typological theory.

Degree: Docteur es, Sociologie, 2019, Paris, EHESS

URL: http://www.theses.fr/2019EHES0047

►

Dans une démarche de sociologie qualitative, le présent travail de recherche s’attache à appréhender un phénomène aujourd’hui bien installé dans le débat public alors même… (more)

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Dans une démarche de sociologie qualitative, le présent travail de recherche s’attache à appréhender un phénomène aujourd’hui bien installé dans le débat public alors même qu’il suscite encore des réticences au sien du monde académique : celui de l’exclusion sociale. C’est en partant de l’analyse de dispositifs associatifs parisiens s’inscrivant dans la lutte contre l’exclusion que cette enquête s’atèle à l’élaboration dudit phénomène comme fait social dans ses dimensions épistémologique et théorique. Dans cette perspective, l’exclusion apparaît alors comme une réalité qui, au sein de toute société, participe de la conception de l’expérience d’une vie sociale normale que la sociologie, comme les sciences socles, peuvent avantageusement restituer sous la forme typologique pour tenir compte à la fois de la variété des types de société et de leur transformation historique. Ce faisant, le sociologue est ainsi conduit à adopter une approche processuelle de l’exclusion.

In an approach of qualitative sociology, this research work aims to apprehend a phenomenon that is now well established in public debate, even though it still arouses reluctance to its own academic world : that of social exclusion. It is on the basis of the analysis of Parisian associative devices that are part of the fight against exclusion that this investigation is aimed at the elaboration of the said phenomenon as a social fact in its epistemological and theoretical dimensions. From this perspective, exclusion then appears as a reality which, within any society, contributes to the conception of the experience of a normal social life that sociology, like the social sciences, can advantageously reproduce in a typological form to take into account both the variety of types of society and their historical transformation. In doing so, the sociologist is thus led to adopt a processual approach to exclusion.

Advisors/Committee Members: Pedler, Emmanuel (thesis director).

Subjects/Keywords: Exclusion sociale; Intervention sociale associative; Théorie typologique; Social exclusion; Associative social intervention; Typological theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ebang Ntoutoume, L. (2019). L'Intervention Sociale Associative (ISA) de Paris : une approche processuelle de l'exclusion : des fondements épistémologiques à l’ébauche d’une théorie typologique : The Associative Social Intervention (ASI) of Paris : a processual approach to exclusion : epistemological foundations to the outline of a typological theory. (Doctoral Dissertation). Paris, EHESS. Retrieved from http://www.theses.fr/2019EHES0047

Chicago Manual of Style (16^th Edition):

Ebang Ntoutoume, Landry. “L'Intervention Sociale Associative (ISA) de Paris : une approche processuelle de l'exclusion : des fondements épistémologiques à l’ébauche d’une théorie typologique : The Associative Social Intervention (ASI) of Paris : a processual approach to exclusion : epistemological foundations to the outline of a typological theory.” 2019. Doctoral Dissertation, Paris, EHESS. Accessed January 22, 2021. http://www.theses.fr/2019EHES0047.

MLA Handbook (7^th Edition):

Ebang Ntoutoume, Landry. “L'Intervention Sociale Associative (ISA) de Paris : une approche processuelle de l'exclusion : des fondements épistémologiques à l’ébauche d’une théorie typologique : The Associative Social Intervention (ASI) of Paris : a processual approach to exclusion : epistemological foundations to the outline of a typological theory.” 2019. Web. 22 Jan 2021.

Vancouver:

Ebang Ntoutoume L. L'Intervention Sociale Associative (ISA) de Paris : une approche processuelle de l'exclusion : des fondements épistémologiques à l’ébauche d’une théorie typologique : The Associative Social Intervention (ASI) of Paris : a processual approach to exclusion : epistemological foundations to the outline of a typological theory. [Internet] [Doctoral dissertation]. Paris, EHESS; 2019. [cited 2021 Jan 22]. Available from: http://www.theses.fr/2019EHES0047.

Council of Science Editors:

Ebang Ntoutoume L. L'Intervention Sociale Associative (ISA) de Paris : une approche processuelle de l'exclusion : des fondements épistémologiques à l’ébauche d’une théorie typologique : The Associative Social Intervention (ASI) of Paris : a processual approach to exclusion : epistemological foundations to the outline of a typological theory. [Doctoral Dissertation]. Paris, EHESS; 2019. Available from: http://www.theses.fr/2019EHES0047

23. Kusumadewi, Lucia Ratih. Multiculturalité imaginée : les jeunes Indonésiens en mouvement : Imagine multiculturality : indonesian youth in the move.

Degree: Docteur es, Sociologie, 2019, Paris, EHESS

URL: http://www.theses.fr/2019EHES0121

►

Le monde actuel est confronté à la montée en puissance de l’ethnocentrisme communautaire. Dans bien des cas, cet ethnocentrisme exagéré a eu pour résultat la… (more)

▼

Le monde actuel est confronté à la montée en puissance de l’ethnocentrisme communautaire. Dans bien des cas, cet ethnocentrisme exagéré a eu pour résultat la dégradation, voire la destruction de la culture d’une communauté qui en élimine d’autres. En tant que société multiculturelle, l’Indonésie est confrontée a un défi considérable relatif au renforcement de l’ethnocentrisme communautaire et à la gestion du vivre-ensemble dans la diversité culturelle. Celle-ci n’est pas facile à atteindre, alors que la diversité culturelle est déjà devenue un produit de consommation politique dont jouent de temps à autre de nombreux groupes qui ont intérêt à se saisir du pouvoir politique ainsi que des ressources économiques. Ce travail de recherche est une étude du mouvement multiculturel indonésien par lequel des citoyens s’efforcent a la fois de créer et de maintenir la structure d’une société multiculturelle, c’est-à-dire d’une société qui puisse gérer sa diversité culturelle, vivre dans l’estime et le respect mutuels, sans qu’il y ait de domination ou de supériorité d’un groupe déterminé sur un autre. Cette étude a été menée en 2010 et 2011, en utilisant une méthode de recherche qualitative associant des entretiens approfondis et la mise en place d’une intervention sociologique à laquelle a participé un groupe de jeunes activistes du mouvement multiculturel de Yogyakarta. Outre l’identification de diverses problématiques rencontrées par le mouvement multiculturel indonésien en général, et les mouvements nés a l’initiative des jeunes de Yogyakarta en particulier, nous avons également essayé, par le biais de l’intervention sociologique, d’aller plus en profondeur dans une étude du mouvement social qui aborde la question de la manière dont les acteurs sociaux et le Sujet sont à l’œuvre dans ce mouvement.

The world today is faced with the strengthening of ethnocentrism. In many cases, excessive ethnocentrism has succeeded in degrading and even destroying community civilization by eliminating others. As a multicultural society, Indonesia faces considerable challenges related to the strengthening of ethnocentrism and management of shared life in its cultural diversity. This is not easily achieved when cultural diversity has become a political commodity that is played from time to time by many interested parties to gain political power and economic resources. This study is a study of the multicultural movement in Indonesia, which is an effort of its citizens to create and maintain a multicultural society, namely people who are able to manage their cultural diversity, respect other’s lives and respect each other, without the dominance and superiority of certain groups over other groups. The study has been conducted in 2010 and 2011, using qualitative research methods with in-depth interviews and by organizing an « intervention sociologique » which was followed by a group of young activists from the multicultural movement in Yogyakarta. In addition to identifying the various problems faced by the multicultural movement in Indonesia…

Advisors/Committee Members: Bataille, Philippe (thesis director), Wieviorka, Michel (thesis director).

Subjects/Keywords: Multiculturalité; Mouvement social; Jeunes; Intervention sociologique; Sujet; Acteur social; Indonésie; Multiculturality; Social movement; Youth; Sociological intervention; Subject; Social actor; Indonesia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kusumadewi, L. R. (2019). Multiculturalité imaginée : les jeunes Indonésiens en mouvement : Imagine multiculturality : indonesian youth in the move. (Doctoral Dissertation). Paris, EHESS. Retrieved from http://www.theses.fr/2019EHES0121

Chicago Manual of Style (16^th Edition):

Kusumadewi, Lucia Ratih. “Multiculturalité imaginée : les jeunes Indonésiens en mouvement : Imagine multiculturality : indonesian youth in the move.” 2019. Doctoral Dissertation, Paris, EHESS. Accessed January 22, 2021. http://www.theses.fr/2019EHES0121.

MLA Handbook (7^th Edition):

Kusumadewi, Lucia Ratih. “Multiculturalité imaginée : les jeunes Indonésiens en mouvement : Imagine multiculturality : indonesian youth in the move.” 2019. Web. 22 Jan 2021.

Vancouver:

Kusumadewi LR. Multiculturalité imaginée : les jeunes Indonésiens en mouvement : Imagine multiculturality : indonesian youth in the move. [Internet] [Doctoral dissertation]. Paris, EHESS; 2019. [cited 2021 Jan 22]. Available from: http://www.theses.fr/2019EHES0121.

Council of Science Editors:

Kusumadewi LR. Multiculturalité imaginée : les jeunes Indonésiens en mouvement : Imagine multiculturality : indonesian youth in the move. [Doctoral Dissertation]. Paris, EHESS; 2019. Available from: http://www.theses.fr/2019EHES0121

California State University – Sacramento

24. Chang, Carolyn. Best practice: supporting students with emotional disturbance in public schools.

Degree: 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/795

► Carolyn Chang and Yelena Novakovskiy Terzi worked collaboratively on this project from planning to submission. Given the poor outcomes for students with Emotional Disturbance (ED),… (more)

Subjects/Keywords: Social-emotional intervention; Academic intervention; Behavior intervention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chang, C. (2010). Best practice: supporting students with emotional disturbance in public schools. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chang, Carolyn. “Best practice: supporting students with emotional disturbance in public schools.” 2010. Thesis, California State University – Sacramento. Accessed January 22, 2021. http://hdl.handle.net/10211.9/795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chang, Carolyn. “Best practice: supporting students with emotional disturbance in public schools.” 2010. Web. 22 Jan 2021.

Vancouver:

Chang C. Best practice: supporting students with emotional disturbance in public schools. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10211.9/795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chang C. Best practice: supporting students with emotional disturbance in public schools. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

25. Stielstra, N. Intervention fidelity in the care for clients with intellectual disabilities.

Degree: 2012, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/252549

► Samenvatting: Interventiegetrouwheid in de verstandelijk gehandicaptenzorg. Introductie: Door een tekort aan interventiegetrouwheid worden in de gezondheidszorg nieuwe interventies onvoldoende geïmplementeerd. In de literatuur zijn factoren… (more)

▼ Samenvatting: Interventiegetrouwheid in de verstandelijk gehandicaptenzorg. Introductie: Door een tekort aan interventiegetrouwheid worden in de gezondheidszorg nieuwe interventies onvoldoende geïmplementeerd. In de literatuur zijn factoren die de interventiegetrouwheid beïnvloeden bekend. Een theorie over interventiegetrouwheid is echter nooit ontwikkeld. In de verstandelijke gehandicaptenzorg hebben begeleiders te maken met moeilijk verstaanbaar gedrag, persoonlijke emoties en de uitvoering van complexe interventies zoals het gedragsinterventieplan. Het is niet bekend of deze aspecten invloed hebben op de interventiegetrouwheid. Meer inzicht is nodig om implementaties en kwaliteit van zorg te verbeteren. Doel: Een theorie ontwikkelen over interventiegetrouwheid in de verstandelijk gehandicaptenzorg. Secundaire doel is het positief beïnvloeden van interventiegetrouwheid doordat de theorie inzetbaar is in de praktijk. Onderzoeksvraag: Hoe ervaren begeleiders in de verstandelijke gehandicaptenzorg interventiegetrouwheid tijdens de uitvoering van het gedragsinterventieplan en welke factoren hebben hierop invloed? Methode: Kwalitatief grounded theory design. Begeleiders in de verstandelijk gehandicaptenzorg die het GIP voor tenminste twee maanden uitvoeren zijn geïncludeerd. Data is verzameld door interviews en een focusgroup. De data is geanalyseerd volgens de fasen van Strauss en Corbin. Resultaten: Het onderzoek telt 19 participanten. Zes categorieën die interventiegetrouwheid beïnvloeden zijn vastgesteld: persoonlijke factoren van de begeleider, interactie met de cliënt, interactie met collega’s, betrokken disciplines, interventie en organisatie. Conclusie: Een theoretisch model over interventiegetrouwheid in ontwikkeld. Verder onderzoek moet de generaliseerbaarheid in kaart brengen. Aanbevelingen: Organisaties moeten beseffen dat het voor begeleiders moeilijk is om interventiegetrouw te zijn. Begeleiders moeten het belang van ondersteuning van collega’s erkennen. Advisors/Committee Members: van Linge, R..

Subjects/Keywords: intervention adherence; intervention integrity; nursing; social work; mentally disabled; verpleegkunde; pedagogisch werk; verstandelijke beperkingen; signaleringsplan

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stielstra, N. (2012). Intervention fidelity in the care for clients with intellectual disabilities. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/252549

Chicago Manual of Style (16^th Edition):

Stielstra, N. “Intervention fidelity in the care for clients with intellectual disabilities.” 2012. Masters Thesis, Universiteit Utrecht. Accessed January 22, 2021. http://dspace.library.uu.nl:8080/handle/1874/252549.

MLA Handbook (7^th Edition):

Stielstra, N. “Intervention fidelity in the care for clients with intellectual disabilities.” 2012. Web. 22 Jan 2021.

Vancouver:

Stielstra N. Intervention fidelity in the care for clients with intellectual disabilities. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2021 Jan 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/252549.

Council of Science Editors:

Stielstra N. Intervention fidelity in the care for clients with intellectual disabilities. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/252549

University of Cape Town

26. Heiberg, Tessa. Exploring prostituted women's experiences of a South African exit intervention: an interpretative phenomenological analysis.

Degree: Image, Psychology, 2011, University of Cape Town

URL: http://hdl.handle.net/11427/2682

► Prostitution is the oldest form of oppression. Many prostituted women in South Africa wish to exit sex work, but are unable to because they have… (more)

Subjects/Keywords: sex work; prostitution; exit intervention; social support; emotional support; physical support; intervention model

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APA (6^th Edition):

Heiberg, T. (2011). Exploring prostituted women's experiences of a South African exit intervention: an interpretative phenomenological analysis. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/2682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Heiberg, Tessa. “Exploring prostituted women's experiences of a South African exit intervention: an interpretative phenomenological analysis.” 2011. Thesis, University of Cape Town. Accessed January 22, 2021. http://hdl.handle.net/11427/2682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Heiberg, Tessa. “Exploring prostituted women's experiences of a South African exit intervention: an interpretative phenomenological analysis.” 2011. Web. 22 Jan 2021.

Vancouver:

Heiberg T. Exploring prostituted women's experiences of a South African exit intervention: an interpretative phenomenological analysis. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11427/2682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heiberg T. Exploring prostituted women's experiences of a South African exit intervention: an interpretative phenomenological analysis. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/2682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Florida

27. Russo, Danielle. Use of High-Probability Instructional Sequences During Pre-Academic Activities for Young Children with Autism Spectrum Disorder.

Degree: 2020, University of South Florida

URL: https://scholarcommons.usf.edu/etd/8293

► The antecedent-based strategy, known as the high-probability (high-p) instructional sequence has been one effective way to facilitate teachers to prevent noncompliant behavior and increase acquisition… (more)

Subjects/Keywords: behavior momentum; antecedent-based intervention; DRA; school-based intervention; Social and Behavioral Sciences

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APA (6^th Edition):

Russo, D. (2020). Use of High-Probability Instructional Sequences During Pre-Academic Activities for Young Children with Autism Spectrum Disorder. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8293

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Russo, Danielle. “Use of High-Probability Instructional Sequences During Pre-Academic Activities for Young Children with Autism Spectrum Disorder.” 2020. Thesis, University of South Florida. Accessed January 22, 2021. https://scholarcommons.usf.edu/etd/8293.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Russo, Danielle. “Use of High-Probability Instructional Sequences During Pre-Academic Activities for Young Children with Autism Spectrum Disorder.” 2020. Web. 22 Jan 2021.

Vancouver:

Russo D. Use of High-Probability Instructional Sequences During Pre-Academic Activities for Young Children with Autism Spectrum Disorder. [Internet] [Thesis]. University of South Florida; 2020. [cited 2021 Jan 22]. Available from: https://scholarcommons.usf.edu/etd/8293.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Russo D. Use of High-Probability Instructional Sequences During Pre-Academic Activities for Young Children with Autism Spectrum Disorder. [Thesis]. University of South Florida; 2020. Available from: https://scholarcommons.usf.edu/etd/8293

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

28. Sharma, Ritu. Examining the Feasibility and Effects of a Pilot Online Physical Activity Intervention Targeting Social Cognitive Variables in Youth with Physical Disabilities.

Degree: 2017, University of Toronto

URL: http://hdl.handle.net/1807/79231

►

The purpose of this study was to evaluate the feasibility, and short- and longer-term effects of a four-week social cognitive theory-based online physical activity (PA)… (more)

Subjects/Keywords: online intervention; physical activity; physical disability; social cognitive theory; theory-based intervention; youth; 0575

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APA (6^th Edition):

Sharma, R. (2017). Examining the Feasibility and Effects of a Pilot Online Physical Activity Intervention Targeting Social Cognitive Variables in Youth with Physical Disabilities. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/79231

Chicago Manual of Style (16^th Edition):

Sharma, Ritu. “Examining the Feasibility and Effects of a Pilot Online Physical Activity Intervention Targeting Social Cognitive Variables in Youth with Physical Disabilities.” 2017. Masters Thesis, University of Toronto. Accessed January 22, 2021. http://hdl.handle.net/1807/79231.

MLA Handbook (7^th Edition):

Sharma, Ritu. “Examining the Feasibility and Effects of a Pilot Online Physical Activity Intervention Targeting Social Cognitive Variables in Youth with Physical Disabilities.” 2017. Web. 22 Jan 2021.

Vancouver:

Sharma R. Examining the Feasibility and Effects of a Pilot Online Physical Activity Intervention Targeting Social Cognitive Variables in Youth with Physical Disabilities. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1807/79231.

Council of Science Editors:

Sharma R. Examining the Feasibility and Effects of a Pilot Online Physical Activity Intervention Targeting Social Cognitive Variables in Youth with Physical Disabilities. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79231

29. Laneyrie, Elsa. Mobilisation des acteurs dans une démarche de prévention des troubles musculo-squelettiques et psycho-sociaux : un enjeu d'efficacité de l'intervention ergonomique : Le cas du secteur hospitalier : Mobilization of stakeholders in a process of prevention of musculoskeletal disorders and psycho-social : an efficiency issue ergonomic intervention : the hospital sector.

Degree: Docteur es, Psychologie, 2015, Université Grenoble Alpes (ComUE)

URL: http://www.theses.fr/2015GREAH001

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Cette thèse s'inscrit dans la contribution des recherches visant à recenser les conditions permettant de prévenir durablement les troubles musculo-squelettiques et psycho-sociaux dans les entreprises.… (more)

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Cette thèse s'inscrit dans la contribution des recherches visant à recenser les conditions permettant de prévenir durablement les troubles musculo-squelettiques et psycho-sociaux dans les entreprises. Nous nous sommes interrogés sur la façon de créer les conditions de la mobilisation d'acteurs internes à un établissement, facteur d'efficacité des interventions, en vue de permettre la construction sociale de la prévention des troubles musculo-squelettiques et psycho-sociaux. Pour faire cela, nous avons suivis le déploiement d'une démarche de prévention des risques professionnels en milieu de soins appelée ORSOSA. Nous avons analysé qualitativement l'activité d'acteurs d'horizons et de niveaux hiérarchiques différents durant le déploiement d'une démarche de prévention primaire. Nos résultats nous amènent à identifier quatre catégories de conditions permettant la mobilisation des acteurs lors du déploiement d'une démarche préventive : en lien avec le contexte organisationnel, les stratégies utilisées par l'intervenant, le lien effectué par les acteurs internes entre leur activité individuelle et la démarche mise en œuvre et enfin le développement de l'activité collective. L'apport de cette thèse est à la fois de proposer une nouvelle méthodologie mais aussi un regard renouvelé aux praticiens et aux chercheurs, afin de mieux mobiliser des acteurs et ce le plus en amont possible lors du déploiement d'une démarche préventive.

This thesis aims to contribute to research aimed at identifying the conditions to sustainably prevent musculoskeletal and psychosocial disorders in companies. We brought into question how to create the conditions for the mobilization of stakeholders within an establishment, a factor for effective interventions, in order to enable the social construction of the prevention of musculoskeletal and psycho-social disorders. To do this, we followed the deployment of professional risk prevention approach in health care called ORSOSA. We qualitatively analyzed the activity of players backgrounds and different hierarchical levels during the deployment of a primary prevention approach. Our results suggest four categories of conditions for the mobilization of stakeholders when deploying a preventive approach: the organizational context, the strategies used by the practitioner, the link made by the internal stakeholders between their individual activity and gait implementation and finally the development of collective activity. The contribution of this thesis is to offer both a new methodology as well as a renewed overview to better mobilize stakeholders as early as possible when deploying a preventive approach, both to practitioners and researchers.

Advisors/Committee Members: Caroly, Sandrine (thesis director).

Subjects/Keywords: Intervention; Construction sociale; Mobilisation; Prévention; Efficacité; Acteurs; Intervention; Social construction; Mobilization; Prevention; Efficiency; Stakeholders; 150

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Laneyrie, E. (2015). Mobilisation des acteurs dans une démarche de prévention des troubles musculo-squelettiques et psycho-sociaux : un enjeu d'efficacité de l'intervention ergonomique : Le cas du secteur hospitalier : Mobilization of stakeholders in a process of prevention of musculoskeletal disorders and psycho-social : an efficiency issue ergonomic intervention : the hospital sector. (Doctoral Dissertation). Université Grenoble Alpes (ComUE). Retrieved from http://www.theses.fr/2015GREAH001

Chicago Manual of Style (16^th Edition):

Laneyrie, Elsa. “Mobilisation des acteurs dans une démarche de prévention des troubles musculo-squelettiques et psycho-sociaux : un enjeu d'efficacité de l'intervention ergonomique : Le cas du secteur hospitalier : Mobilization of stakeholders in a process of prevention of musculoskeletal disorders and psycho-social : an efficiency issue ergonomic intervention : the hospital sector.” 2015. Doctoral Dissertation, Université Grenoble Alpes (ComUE). Accessed January 22, 2021. http://www.theses.fr/2015GREAH001.

MLA Handbook (7^th Edition):

Laneyrie, Elsa. “Mobilisation des acteurs dans une démarche de prévention des troubles musculo-squelettiques et psycho-sociaux : un enjeu d'efficacité de l'intervention ergonomique : Le cas du secteur hospitalier : Mobilization of stakeholders in a process of prevention of musculoskeletal disorders and psycho-social : an efficiency issue ergonomic intervention : the hospital sector.” 2015. Web. 22 Jan 2021.

Vancouver:

Laneyrie E. Mobilisation des acteurs dans une démarche de prévention des troubles musculo-squelettiques et psycho-sociaux : un enjeu d'efficacité de l'intervention ergonomique : Le cas du secteur hospitalier : Mobilization of stakeholders in a process of prevention of musculoskeletal disorders and psycho-social : an efficiency issue ergonomic intervention : the hospital sector. [Internet] [Doctoral dissertation]. Université Grenoble Alpes (ComUE); 2015. [cited 2021 Jan 22]. Available from: http://www.theses.fr/2015GREAH001.

Council of Science Editors:

Laneyrie E. Mobilisation des acteurs dans une démarche de prévention des troubles musculo-squelettiques et psycho-sociaux : un enjeu d'efficacité de l'intervention ergonomique : Le cas du secteur hospitalier : Mobilization of stakeholders in a process of prevention of musculoskeletal disorders and psycho-social : an efficiency issue ergonomic intervention : the hospital sector. [Doctoral Dissertation]. Université Grenoble Alpes (ComUE); 2015. Available from: http://www.theses.fr/2015GREAH001

University of Minnesota

30. Young, Julie Lavonne. Evaluating the Effectiveness of Positive Life Changes Social-Emotional Learning Curriculum.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

URL: http://hdl.handle.net/11299/165848

► A pre-and post-test multiple baseline study was conducted in a suburban middle school to ascertain the utility of Positive Life Changes as a targeted (Tier… (more)

Subjects/Keywords: Academic Intervention; Intervention; Junior High; Middle School; Multiple-Baseline; Social-emotional Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Young, J. L. (2014). Evaluating the Effectiveness of Positive Life Changes Social-Emotional Learning Curriculum. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165848

Chicago Manual of Style (16^th Edition):

Young, Julie Lavonne. “Evaluating the Effectiveness of Positive Life Changes Social-Emotional Learning Curriculum.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 22, 2021. http://hdl.handle.net/11299/165848.

MLA Handbook (7^th Edition):

Young, Julie Lavonne. “Evaluating the Effectiveness of Positive Life Changes Social-Emotional Learning Curriculum.” 2014. Web. 22 Jan 2021.

Vancouver:

Young JL. Evaluating the Effectiveness of Positive Life Changes Social-Emotional Learning Curriculum. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11299/165848.

Council of Science Editors:

Young JL. Evaluating the Effectiveness of Positive Life Changes Social-Emotional Learning Curriculum. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165848

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