Development Of Psychosocial Skills Research Articles

Meeting the Psychological Health & Growth Needs of Black College Students: Culture, Resonance and Resilience

ABSTRACT Under-utilization of mental health resources by Black students stands in sharp contrast to exploding demand for clinical services on campus. Review of existing literature indicates that African-Americans experience unique patterns of stress exposure throughout childhood and on predominantly White college campuses. Cultural preferences, underrepresentation of providers of color and lack of culturally relevant intervention models contribute to perpetuating college mental health disparities. Changing Minds, Changing Lives, a strength-based resilience training model, promotes healthy adaptation to college life among Black male college students in the absence of a shared socio-cultural identity between facilitators and participants. Participants report both positive psychosocial skill development and personal transformation following the 5-week, ten session CMCL academic course. Qualitative data indicate that model design factors promoting group norms of authenticity, mutuality, reciprocity and deliberate de-centering of professional authority contribute more to transformational change than facilitator identity. Group-as-a-whole mirroring and resulting cultural resonance appear to enable the model to serve as an effective psychological wellness opportunity structure for students of color during the transition to college. Implications for improving college mental health systems and better meeting the needs of students of color are discussed.

Infectious disease risk perception among Tunisian students: a case study of Leishmaniasis

# Background In North Africa, especially in Tunisia, leishmaniasis is a real public health problem with 2000 to 8000 cases per year and average incidence rate \>1/100 in some hyper-endemic villages. The geographical extension of the three forms of this zoonosis, the high incidence, the exorbitant cost (management, control) and especially the harms: functional, aesthetic, social, psychological are issues that question the promotional role of health education in Tunisian schools. In Tunisia, the introduction of health education in biological programs and textbooks aims at acquiring the knowledge and skills needed to prevent health risks. The present study aims to detect possible failures and to present a path of intervention to innovate preventive measures against infectious diseases. # Methods This is a study conducted in two stages: First, a cross-sectional survey, which included 261 Tunisian school students from different educational levels and residents in different regions of the country. Second, a didactic analysis of Tunisian curricula related to infectious diseases prevention. # Results All of the results showed that students in general, do not really know this disease, especially with regard to risks, treatments and prevention. The question on the knowledge of the three most common diseases in Tunisia that can be transmitted by contact with animals or insects seems to have been difficult to understand. The fact that a large proportion of school students did not answer the question, and, that another group, mentioned infectious diseases that are absent in Tunisia or not zoonotic, could reveal a lack of knowledge about infectious disease, related to animals. A curriculum analysis of recent Life Sciences textbooks reveals a dominance of the biomedical model. The promotional model is almost absent. # Conclusion Deficits noted in terms of knowledge, perceptions and management capabilities of cutaneous leishmaniasis can be explained by the absence of this disease in Tunisian Life Sciences curricula. Currently, empowerment and psychosocial skills development, which are essential to perceive and manage the risks of zoonotic infection, are not among the health educational aims.

Co-curricular Activities and Its Contribution for Psychosocial Skills Development of Students in Upper Primary Schools of Sinana Woreda, Bale Zone, Oromia

The purpose of this research article was to explore co-curricular activities and its contributions for psychosocial skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia. Pragmatic research paradigm that require mixed research approach more specifically a quantitative dominate concurrent triangulation research design was used to assess co-curricular activities and its contributions for psychosocial skill development of students in upper primary schools of sinana Woreda, Bale zone, Oromia.. The study population consisted of 36 upper primary schools, 2484 co-curricular member students, and 180 co-curricular activity coordinating teachers. Systematic and simple random sampling design were used to select samples of 332 students and ten schools. From the selected ten schools, ten vice directors and 50 selected co-curricular activity coordinating teachers were purposively and simple random sampling techniques were used to approach individual samples The instruments used in data collection were questionnaires and interview questions. Data were collected and analyzed using descriptive statistics such as frequencies tables, mean, and standard deviation and inferential statistics, F-test of one-way ANOVA. Qualitative data collected by means of interview were analyzed by means of narration, direct quotations and paraphrasing of the response of the respondents. The analysis made showed that there were active students’ engagement and practicing different types of activities in co-curricular activity program in upper primary schools of Sinana Woreda. In addition, the findings of the study revealed that were accounts for more than 78.9% revealed that co-curricular activities held in upper primary schools of Sinana Woreda were contributed much to the psychosocial skills development of the students. However, there were unresolved challenges that hindered students’ effective and efficient devotion to their fullest capacity to do well in co-curricular activities. Therefore, to overcome such challenges and further enhance student’s role in co-curricular activities, it was suggested that students, co-curricular activity coordinating teachers, school administration, and school community together with woreda education office have to give special attention to actively engage students, follow up, monitor, and provide all necessary financial and material supply for co-curricular activities. Keywords: Co-curricular, Psychosocial, Practice, Challenges, and Skill development DOI : 10.7176/JEP/10-28-06 Publication date :October 31 st 2019

Gifted Education in Science and Chemistry: Perspectives and Insights into Teaching, Pedagogies, Assessments, and Psychosocial Skills Developmen

This article provides gifted education perspectives and creative insights with a particular focus on chemistry and science, and discusses associated teaching, learning, pedagogies, curriculum developments and assessments in the context of gifted education. The article emphasizes the cluster grouping approach, hidden curriculum, mentoring and proper counselling provisions in school that may significantly impact on gifted students’ developments. The article discusses gifted students’ psychosocial skills development to achieve their eminence. The implicated issues surround the development of psychosocial skills are discussed. The article sheds light on the cultural aspects of gifted education as the gifted students representing diverse cultural backgrounds encounter cognitive conflicts which affect their science learning and psychosocial skills development.

“Behave like a responsible adult” – Relation between social identity and psychosocial skills at stake in self-management of a chronic disease

We show that the development of psychosocial skills promoting self-management of a chronic disease is associated with the acquisition of a social identity valued in the ideological context of reference. To do this, we focus on a skill that is important for people suffering from a chronic disease to acquire: Assuming responsibility for self-managing one’s own pathology. Because acting responsibly is also a skill socially attributed to the identity of adults in Western liberal societies, we studied the chronically ill’s sense of belonging to the adult social group. In Study 1 (N = 102 diabetics), we suggested that behaving like a “responsible adult” in the self-management of a chronic disease is socially valued. In Study 2 (N = 261 diabetics), we suggested that identification with this group is associated with a feeling of responsibility promoting improved self-management behaviors. The results obtained from the two studies are consistent with our hypotheses. They allow us to conceptualize psychosocial skills through the identity, ideological and normative issues that underpin their development.

Factors associated with malaria chemoprophylaxis compliance among French service members deployed in Central African Republic.

BackgroundMalaria is a public health concern in the French armed forces, with 400–800 cases reported every year and three deaths in the past 2 years. However, lack of chemoprophylaxis (CP) compliance is often reported among service members. The aim of this study was to explore factors associated with CP compliance.MethodsA retrospective study (1296 service members) was carried out among troops deployed in Central African Republic. Determinants of CP were collected by self-questionnaire. Socio-demographic variables, behavioural characteristics, belief variables, operational determinants such as troops in contact (TIC) and number of nights worked per week and peer-to-peer reinforcement were studied. Relationships between covariates and compliance were explored using logistic regressions (outcome: compliance as a dummy variable).ResultsChemoprophylaxis compliance was associated with other individual preventive measures against mosquito bites (bed net use, OR (odds ratio) = 1.41 (95 % CI [1.08–1.84]), and insecticide on clothing, OR = 1.90 ([1.43–2.51]) and malaria-related behaviours (taking chemoprophylaxis at the same time every day, OR = 2.37 ([1.17–4.78]) and taking chemoprophylaxis with food, OR = 1.45 ([1.11–1.89])). High perceived risk of contracting malaria, OR = 1.59 ([1.02–2.50]), positive perception of CP effectiveness, OR = 1.62 ([1.09–2.40]) and the practice of peer-to-peer reinforcement, OR = 1.38 ([1.05–1.82]) were also associated with better compliance. No association was found with TIC and number of nights worked.ConclusionsThis study, which shows a positive relationship between peer-to-peer reinforcement and CP compliance, also suggests the existence of two main personality profiles among service members: those who seek risks and those who are health-conscious. Health education should be expanded beyond knowledge, know-how and motivational factors by using a comprehensive approach based on identification of health determinants, development of psychosocial skills and peer-to-peer reinforcement.

Mothers' Perceptions of the Quality of Childhood Sibling Relationships Affected by Disability

The quality of the sibling relationship has an important role in the development of psychosocial skills throughout childhood. While the literature suggests that the significance of sibling relationships is heightened when one sibling has a disability, empirical findings about the quality of these relationships are few and inconsistent. The present study aimed to address this gap, by investigating mothers' perspectives about the impact of disability on the quality of the childhood sibling relationship. Forty-one mothers with a child with disability, and 48 with no children with disability completed an online questionnaire that assessed the amount of perceived warmth/closeness and conflict in their children's sibling relationship. It was found that while there were no differences in reported conflict between the two groups, mothers with a child with disability reported significantly lower warmth/closeness in their children's sibling relationship than mothers without a child with disability. Demographic variables such as number of children, gender grouping, target gender, target age and age order did not moderate this result. Mothers overall reported significantly more warmth/closeness for younger rather than older children, and more conflict when the sibling was younger than the target child as opposed to older than them. Clinical implications for intervention are discussed.

It is time: a commentary on "An exploration of genetic counselors' needs and experiences with prenatal chromosomal microarray testing".

It is time: a commentary on "An exploration of genetic counselors' needs and experiences with prenatal chromosomal microarray testing".

Duración del tratamiento que se brinda en el Hospital Diurno a adultos con esquizofrenia y su relación con las habilidades psicosociales

El objetivo de este artículo es presentar los resultados de una investigación secundaria acerca del tiempo requerido para brindar tratamiento en un hospital diurno a personas adultas con esquizofrenia, con el fin de quedesarrollen habilidades psicosociales. El Hospital Diurno del Hospital Nacional Psiquiátrico recibe actualmente personas tanto en fase aguda como crónica; las personas con una condición crónica cuentan con cinco o más años de estar participando de los programas que se ofrece en dicho centro hospitalario; a pesar de que algunas ya alcanzaron los objetivos propuestos en el momento de su ingreso, no han sido egresadas del centro, situación que limita de manera significativa la admisión de más personas que requieren de esta alternativa de atención especializada en salud mental y psiquiatría para el desarrollo de sus habilidades psicosociales. Ante este panorama, las investigadoras se formularon una pregunta en formato PICO (pacientes, intervención, comparación,resultados); posteriormente, se buscó información en distintas bases de datos sugeridas en el curso de Práctica Clínica Basada en la Evidencia, impartido por el Programa de Colaboración para la Investigación de Enfermería Basada en la Evidencia de Costa Rica (CIEBE-CR). Se detectó 37 documentos relacionados con el tema de los cuales sólo cinco cumplían criterios de calidad que establece el Critical Appraisal Skills Programme español (CASPe) para responder a la pregunta clínica. Las investigadoras concluyen que no existe suficiente evidencia para determinar cuál es el tiempo que requiere una persona con esquizofrenia en un hospital diurno para desarrollar sus habilidades psicosociales y ser egresado, hallazgo que motiva el desarrollo de investigación primaria que conduzca a la toma de decisiones respecto del tema.

The quest for quality education: the case of curriculum innovations in Kenya

Purpose – The paper sets out to analyse the quality education curriculum innovations that have been implemented in Kenya since independence in 1963. The purpose of the analysis is to assess the success and or failure of the innovations and determine the lessons learned that can inform future design and implementation of curriculum innovations designed to improve the quality of education. Design/methodology/approach – This was a desk review of curriculum policy documents and related research literature. The documents analysed included various education commission reports produced by education commissions, committees and task forces appointed to inquire into education and make recommendations to government; primary school syllabuses and related research literature. Findings – The review has revealed that the curriculum innovations recommended and implemented in Kenya have targeted the attainment of the goals of individual and national economic development; national identity and unity; socio-cultural, moral and ethical development; cognitive development and globalization; and psycho-social skills development. Many of the innovations have not been implemented effectively. Impediments to effective implementation have included hasty implementation, limited in-service training for teachers, inadequate ongoing professional support for teachers, and inadequate resources. Research limitations/implications – Achieving effective curriculum innovation is not easy. It requires greater participation in curriculum decision making, patience in training those in various levels of the curriculum implementation process and enormous resources. Originality/value – In adopting content analysis as a methodology, the paper constitutes a unique contribution to the study of curriculum innovation in Kenya.

Social skills training through poetry therapy: A group intervention with schizophrenic patients

Schizophrenia impairs the development of psychosocial skills needed for the useful, independent living, social functioning, occupational skills, and self-care. While medication can reduce psychosis, drug side effects and compliance in patients with schizophrenia is a problem. Often with this population, it is necessary to integrate psychosocial treatments which aim to enhance interpersonal and social functioning. The focus of this paper is on a psychosocial intervention (group therapy) that introduced specific social skills to patients through the use of poetry. The intervention took place in a large state psychiatric facility.

Evaluating the Effectiveness of Different Environments on the Learning of Switching Skills in Children with Severe and Profound Multiple Disabilities

This exploratory study evaluated the effects of learning switching skills for children with severe and profound multiple disabilities using a multisensory environment and the child's natural environment. Method: A multiple baseline study was employed to investigate the ability of three pre-school aged children to learn switching skills in different environments, in association with the development of desired behavioural changes. Observational data were collected on the development of switching skills and on psychosocial changes. Results: The visual inspection of client data revealed improved switching skills with two participants. The third participant, the constant series control, developed switching skills which then decreased; however, significant development in a range of motor and social skills was reported in qualitative interview. Adaptive behaviours improved in all three participants, including behaviours such as reduced frustration and associated crying and eliciting of primitive reflexes. Conclusion: Qualitative interviews with two parents indicated significant changes to behaviour, with a resultant positive effect on the families, strongly supporting the development of psychosocial skills in children with severe and profound multiple disabilities as a result of development of switching skills.

Modelo para la promoción de la salud en comunidades rurales a través del desarrollo de agencia personal y empoderamiento intrínseco

Con el propósito de modificar conductas alimentarias y sanitarias en los habitantes de comunidades marginadas, a través del desarrollo de conocimientos y habilidades psicosociales encaminadas a promover agencia personal y empoderamiento intrínseco, se desarrolló e instrumentó en México un modelo piloto basado en el programa “Yo quiero, yo puedo… mejorar mi salud y ejercer mis derechos”. La evaluación de dicho programa mostró un efecto sobre conocimientos, comunicación asertiva, agencia personal y equidad de género en el personal de los almacenes que surte las tiendas rurales, así como en conocimientos, comunicación asertiva, toma de decisiones y agencia personal en la población meta. Las habilidades psicosociales, los conocimientos y la agencia personal ofrecen oportunidades para superar la pobreza.

Computeen: A Randomized Trial of a Preventive Computer and Psychosocial Skills Curriculum for At-Risk Adolescents

Computeen, a preventive technology and psychosocial skills development program for at-risk adolescents, was designed to improve computer skills, self-esteem, and school attitudes, and reduce behavior problems, by combining elements of community-based and empirically supported prevention programs. Fifty-five mostly Latino adolescents from 12 to 16 years old who were living in affordable housing communities participated in this randomized wait-list control study. Results showed considerable improvements in computer self-efficacy, decreases in internalizing behavior problems, and excellent attendance and consumer satisfaction. Self-esteem and school motivation results were mixed. Computer self-efficacy mediated the relationship between improved computer skills and self-esteem. Younger adolescents showed greater improvement than did older adolescents. EDITORS' STRATEGIC IMPLICATIONS: Although there are limitations to this study's sample size and scope, Computeen appears promising as a developmentally appropriate, strengths-based prevention program.

Fostering Self-Determination and Resilience Through Sports Counselling: Psychosocial Development of Youth in Botswana

Sports can promote pro-social behaviors and confidence in physical abilities among participants. We conducted an extensive review of the literature on the ways in which youth in Southern African countries, severely affected by the HIV/AIDS pandemic and other hardships may benefit from acquiring the pro-social skills often associated with athletics. This article reviews the current situation of sports in Botswana and offers recommendations for a culturally appropriate developmental sports counselling program in that country. The authors present arguments that support the development of psychosocial skills, self-determination, and resilience among Batswana Youth through sports counselling interventions.

Violence against Women in Mexico

Violence against women has been a problem in human cultures for centuries. This is still the case both in developed and in developing countries, but it is in developing countries where the problem is aggravated as the result of cultural norms that are tolerant of men exerting power over women and girls as a commonly accepted practice. This power is often put into practice through physical and psychological acts of violence. In Mexico, as in many other countries, there is a legal framework that protects women from such acts, yet in the case of Mexico it has not yet been translated into actual improvements in their lives. We present an overview of advances in legal remedies regarding violence towards females internationally and in Mexico. The fact that these advances per se do not lead to changes in social norms that tolerate violence against females is emphasized. Also presented is the experience of the Mexican Institute for Research on Family and Population (IMIFAP) with the design and implementation of programs that promote protective factors and changes in behaviors in such a way that violence is effectively prevented. These programs focus on the development of psychosocial skills and knowledge through participatory workshops that promote self reflection, and they are developed and evaluated before being then applied on a large scale in poverty-stricken communities. These workshops lead to more egalitarian relationships between genders. IMIFAP's programs address not only violence but also other areas are integrated such that the enablement of psychosocial skills is applied in the broader socio-cultural context, leading to healthier and economically more productive lives. These programs are derived from the Framework for Enabling Agentic Empowerment (FENAE), which enables choice and the development of agentic empowerment through integrating skills, knowledge, and the context in which people live.

Dropping out of school: A review of intervention programs

This article reviews the literature on dropout prevention for school-aged children. A review of dropout prevention programs identified in the literature highlights methodological concerns, with a discussion of design, sampling, statistical analysis, and implementation issues. The interventions employed with greatest frequency in the studies reviewed emphasized academic enhancement, psychosocial skill development, mentoring, and parent/teacher behavior management training. Programs that were academically oriented or those that were multi-component programs emerged with the most promising empirical base. However, at the present time, there is a lack of consistent and persuasive outcome evidence that meet Kratochwill and Stoiber's [Sch. Psychol. Q. 15 (2001) 233] criteria for empirically supported interventions. This deficiency leads to the conclusion that there is no one particular best practice or beneficial treatment currently available to address the problem of school dropout even though a number of intervention programs appear to hold promise. Implications for school psychologists include both practice and research applications.

Group psychotherapy with girls in early adolescence: Then and now

This paper addresses the intensification of problems which girls in puberty and early adolescence face today and identifies some of the changes in the practice of group psychotherapy for prevention and treatment which have developed to address these problems. While many therapy groups are run on psychodynamic, activity or activity interview methods with girls experiencing a variety of problems, there are more problem specific groups run today using a range of theoretical approaches and prevention groups particularly for habit disorders employ not only informational techniques but also psychosocial skill development and self esteem enhancement.