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International Journal of Environmental... Apr 2020This study investigates the psychological effects of participation in Death Education (DeEd) by middle school children in two towns in northeast Italy in which suicides...
This study investigates the psychological effects of participation in Death Education (DeEd) by middle school children in two towns in northeast Italy in which suicides occur to a greater extent than in the rest of the region. The aims of the project "Beyond the Wall" were inherent to the prevention of suicide, address existential issues and enhance the meaning of life through positive intentions for the future and reflection on mortality. It involved eight classes (150 students in four classes in the experimental group; 81 in four classes in the control group) engaging with films, workgroup activities, photovoice and psychodrama. The constructs of resilience, emotional competency and psychological well-being were monitored with the Resilience Scale for Adolescents, the Hopelessness Scale for Children, the Alexithymia Questionnaire for Children and the Stirling Children's Well-being Scale. The DeEd intervention was found to be significantly related to some of the variables investigated, improving the students' ability to recognise emotions and communicate them verbally while maintaining stable initial characteristics, such as psychological well-being and positive expectations for the future.
Topics: Adolescent; Child; Health Education; Humans; Italy; Schools; Students; Surveys and Questionnaires; Suicide Prevention
PubMed: 32244681
DOI: 10.3390/ijerph17072398 -
Clinical Psychology in Europe Mar 2020Cognitive behavioral therapy (CBT) is generally considered to be the most effective psychological treatment for social anxiety disorder (SAD). Nevertheless, many...
BACKGROUND
Cognitive behavioral therapy (CBT) is generally considered to be the most effective psychological treatment for social anxiety disorder (SAD). Nevertheless, many patients with SAD are still symptomatic after treatment. The present pilot study aimed to examine integrating CBT, with a focus on cognitive and behavioral techniques, and psychodrama, which focuses more on experiential techniques into a combined treatment (CBPT) for social anxious patients in a group format. This new intervention for SAD is described session-by-session.
METHOD
Five adult female patients diagnosed with social anxiety disorder participated in a twelve-session CBPT in a group format. Pretest and posttest scores of social anxiety, avoidance, spontaneity, cost and probability estimates of negative social events, depression, and quality of life were compared, as were weekly assessments of fear of negative evaluation.
RESULTS
Results demonstrated a significant reduction of the fear of negative evaluation and social anxiety symptoms. It is noteworthy that also the scores of the probability and cost estimates decreased. However, there were no significant differences between pre and post measures in any of other measures.
CONCLUSION
The current study suggests that group CBPT might be an effective treatment for SAD. However, our sample size was small and this was an uncontrolled study. Therefore, it is necessary to test this intervention in a randomized controlled trial with follow-up assessments.
PubMed: 36397983
DOI: 10.32872/cpe.v2i1.2693 -
Trials Mar 2020Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective...
BACKGROUND
Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy.
METHODS
In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor's and master's students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale.
DISCUSSION
The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care.
TRIAL REGISTRATION
ISRCTN Registry, ISRCTN19173895. Registered on 10 December 2019.
Topics: Clinical Competence; Education, Medical, Graduate; Germany; Humans; Learning; Mental Disorders; Psychotherapy; Randomized Controlled Trials as Topic; Role Playing; Simulation Training; Students, Medical; Video Recording
PubMed: 32183859
DOI: 10.1186/s13063-020-4172-z -
Canadian Family Physician Medecin de... Mar 2020
Topics: Attitude of Health Personnel; Canada; Disabled Persons; Education, Medical, Undergraduate; Humans; Role Playing; Social Perception; Students, Medical; Universities; Wheelchairs
PubMed: 32165461
DOI: No ID Found -
Frontiers in Psychology 2020
PubMed: 32116898
DOI: 10.3389/fpsyg.2020.00068 -
The Permanente Journal 2020Delivering bad news is a difficult task for physicians, and medical schools do not always prepare future physicians for this inevitable task.
INTRODUCTION
Delivering bad news is a difficult task for physicians, and medical schools do not always prepare future physicians for this inevitable task.
OBJECTIVE
To examine training in breaking bad news, to improve medical students' competence and confidence in dealing with this important aspect of clinical practice.
METHODS
An exploratory study using a qualitative approach was done at a Brazilian public university's medical school, which receives 30 medical students per semester. Two focus groups were conducted in 2018, with 15 students per group, before and after the training. The intervention consisted of a 6-month (4 h/wk) course about breaking bad news offered to 30 third-year medical students. The communication course included the perspectives of health care professionals, patients, and their families; the SPIKES protocol and the "ABCDE" mnemonic for delivering bad news; general guidelines; and role-playing/simulation strategies to improve students' skills and reduce their personal limitations.
RESULTS
Results of the preintervention focus group demonstrated that only 30% of the students were aware of the importance of breaking bad news and of the existence of specific protocols to guide physicians in these situations. Findings from the postintervention focus group indicated that 90% of students understood the importance and began to apply protocols in their practice.
DISCUSSION
Breaking bad news is a challenge for undergraduate medical students. The results of our qualitative study showed that students' perceptions about their capability in delivering bad news increased significantly after regular and focused training. The knowledge, skills, and attitudes acquired strengthened the students' self-reported ability to deal with situations requiring breaking bad news.
CONCLUSION
The activities offered helped students develop communication skills. They made connections between their formal training (communication and cognitive skills) and actual clinical practice in a community-based rotation. The knowledge and skills acquired gave them tools needed to deliver bad news in their future clinical practice.
Topics: Brazil; Clinical Competence; Communication; Curriculum; Emotions; Female; Focus Groups; Group Processes; Humans; Learning; Male; Physician-Patient Relations; Qualitative Research; Role Playing; Students, Medical; Truth Disclosure
PubMed: 32097117
DOI: 10.7812/TPP/19.157 -
Behaviour Research and Therapy Jul 2020A major challenge in scaling-up psychological interventions worldwide is how to evaluate competency among new workforces engaged in psychological services. One approach... (Review)
Review
A major challenge in scaling-up psychological interventions worldwide is how to evaluate competency among new workforces engaged in psychological services. One approach to measuring competency is through standardized role plays. Role plays have the benefits of standardization and reliance on observed behavior rather than written knowledge. However, role plays are also resource intensive and dependent upon inter-rater reliability. We undertook a two-part scoping review to describe how competency is conceptualized in studies evaluating the relationship of competency with client outcomes. We focused on use of role plays including achieving inter-rater reliability and the association with client outcomes. First, we identified 4 reviews encompassing 61 studies evaluating the association of competency with client outcomes. Second, we identified 39 competency evaluation tools, of which 21 were used in comparisons with client outcomes. Inter-rater reliability (intraclass correlation coefficient) was reported for 15 tools and ranged from 0.53 to 0.96 (mean ICC = 0.77). However, we found that none of the outcome comparison studies measured competency with standardized role plays. Instead, studies typically used therapy quality (i.e., session ratings with actual clients) as a proxy for competency. This reveals a gap in the evidence base for competency and its role in predicting client outcomes. We therefore propose a competency research agenda to develop an evidence-base for objective, standardized role plays to measure competency and its association with client outcomes. OPEN SCIENCE REGISTRATION #: https://osf.io/nqhu7/.
Topics: Allied Health Personnel; Clinical Competence; Cognitive Behavioral Therapy; Educational Measurement; Humans; Mental Disorders; Motivational Interviewing; Patient Simulation; Problem Solving; Psychosocial Intervention; Psychotherapists; Quality of Health Care; Role Playing; Treatment Outcome
PubMed: 31902517
DOI: 10.1016/j.brat.2019.103531 -
The Western Journal of Emergency... Oct 2019Breaking bad news (BBN) in the emergency department (ED) represents a challenging and stressful situation for physicians. Many medical students and residents feel... (Randomized Controlled Trial)
Randomized Controlled Trial
INTRODUCTION
Breaking bad news (BBN) in the emergency department (ED) represents a challenging and stressful situation for physicians. Many medical students and residents feel stressed and uncomfortable with such situations because of insufficient training. Our randomized controlled study aimed to assess the efficacy of a four-hour BBN simulation-based training on perceived self-efficacy, the BBN process, and communication skills.
METHODS
Medical students and residents were randomized into a 160-hour ED clinical rotation without a formal BBN curriculum (control group [CG], n = 31) or a 156-hour ED clinical rotation and a four-hour BBN simulation-based training (training group [TG], n = 37). Both groups were assessed twice: once at the beginning of the rotation (pre-test) and again four weeks later. Assessments included a BBN evaluation via a simulation with two actors playing family members and the completion of a questionnaire on self-efficacy. Two blinded raters assessed the BBN process with the SPIKES (a delivery protocol for delivering bad news) competence form and communication skills with the modified BBN Assessment Schedule.
RESULTS
Group-by-time effects adjusted by study year revealed a significant improvement in TG as compared with CG on self-efficacy (P < 0.001), the BBN process (P < 0.001), and communication skills (P < 0.001). TG showed a significant gain regarding the BBN process (+33.3%, P < 0.001). After the training, students with limited clinical experience prior to the rotation showed BBN performance skills equal to that of students in the CG who had greater clinical experience.
CONCLUSION
A short BBN simulation-based training can be added to standard clinical rotations. It has the potential to significantly improve self-efficacy, the BBN process, and communication skills.
Topics: Adult; Communication; Curriculum; Education, Medical, Undergraduate; Emergency Medicine; Emergency Service, Hospital; Female; Humans; Internship and Residency; Male; Professional-Family Relations; Role Playing; Self Efficacy; Simulation Training; Single-Blind Method; Truth Disclosure
PubMed: 31738716
DOI: 10.5811/westjem.2019.8.43441 -
Developmental Neuropsychology Oct 2019This randomized clinical trial ( www.clinicaltrials.gov ID# NCT02276534) examined the impact of a peer-mediated, theater-based social skills intervention, SENSE... (Randomized Controlled Trial)
Randomized Controlled Trial
This randomized clinical trial ( www.clinicaltrials.gov ID# NCT02276534) examined the impact of a peer-mediated, theater-based social skills intervention, SENSE Theater®, on social cognition and behavior in 77 youth (ages 8-16) with high-functioning autism spectrum disorder. Analysis of Covariance models revealed that post-treatment, the experimental group (n = 44) performed significantly better than the controls (n = 33) on NEPSY theory of mind (verbal) subtest, demonstrated increased neural evidence of memory for faces, and engaged in more cooperative play and verbal interaction with novel peers. The study extends previous findings showing that SENSE Theater® contributes to improvement in social cognition and behavior.
Topics: Adolescent; Autism Spectrum Disorder; Child; Cognition; Female; Humans; Male; Neuropsychological Tests; Outcome and Process Assessment, Health Care; Peer Group; Psychodrama; Social Behavior; Social Skills; Theory of Mind
PubMed: 31589087
DOI: 10.1080/87565641.2019.1676244 -
International Journal of Environmental... Sep 2019(1) Background: This study aims to apply drama therapy to a counseling group to address the mental health problems of college students in Taiwan due to the increasingly...
(1) Background: This study aims to apply drama therapy to a counseling group to address the mental health problems of college students in Taiwan due to the increasingly serious psychological problems that have happened in recent times. Based on the healing factors in drama therapy, we applied such therapy activities to four counseling groups composed of 12 high-risk students from Taiwan. (2) Methods: "Questionnaire-based assessment, participant self-assessment and participant attitude assessment" methods were used to evaluate the six mental health indicators of the participants in the evaluation of drama therapy's effect and the groups' pre-test and post-test (the first group and the last group). The six indicators were self-awareness, self-expression, interpersonal and communication skills, self-cognitive reconstruction ability, social role ability, and decision-making ability. Data were collected and assessed for the frequencies and percentages of each indicator item. Sets of paired-samples t-tests, independent t-tests, and two-way repeated measures ANOVAs were employed to evaluate the different designs. (3) Results: The results revealed that drama therapy could deliver significantly positive effects for and improve the six mental health indicators of the participants. Males' self-awareness and decision-making actions were more positively affected than females. (4) Conclusions: The study helps to provide a path of establishing the mental health module of drama therapy in the education sector in Taiwan.
Topics: Adolescent; Adult; Attitude; Communication; Counseling; Decision Making; Female; Humans; Male; Mental Health; Psychodrama; Social Skills; Students; Surveys and Questionnaires; Taiwan; Universities; Young Adult
PubMed: 31547613
DOI: 10.3390/ijerph16193560