Effectiveness Of Psychological Services Research Articles

State of the Science: Using Digital Mental Health Interventions to Extend the Impact of Psychological Services

In recent years, digital mental health interventions (DMHIs) have emerged as a paradigm shift in care delivery that could expand the scale, efficiency, and effectiveness of psychological services. However, DMHI impact is constrained by issues related to limited reach, poor adoption, implementation barriers, and poor long-term maintenance. Organized by the Reach, Effectiveness, Adoption, Implementation, and Maintenance(RE-AIM) framework, this paper surveys the current state of DMHIs, highlighting research and practice gaps as well as potential strategies to move the field forward. Similarly, we discuss the role that emerging technologies and changes in the profession will play in shaping DMHIs in years to come. Finally, concrete and actionable steps to advance equity in the DMHI field are provided, with an emphasis on strategies to increase the representativeness of marginalized populations in DMHI research, the inclusion of these groups in the design and testing of DMHIs, and how to improve the contextual and cultural fit of DMHIs.

EFEKTIVITAS PELAYANAN PSIKOLOGIS TERHADAP LANJUT USIA (Studi Kasus Pada UPTD Pusat Pelayanan Sosial Lanjut Usia Mappakasunggu Parepare)

This research is qualitative descriptive by conducting interviews, observing and documenting to produce descriptive data in the form of words, written, or oral, and observed behavior. The results showed that 1) the elderly background had a glorious period of employment status as soldiers, civil servants and field tennis athletes, but with neglected and vulnerable conditions they experienced so they could prevent their psychological state. 2) Forms of services used in psychological services in the elderly in the form of group counseling and therapy with spiritual guidance which is a process carried out through Islamic psychotherapy, and mental fitness therapy and skill guidance. 3) The effectiveness of psychological services is said to be effective seeing from the effectiveness theory which shows the success in terms of achieving the target actions which are determined by meeting the needs of abraham maslow needs with the results that the elderly feel more secure and comfortable with holding consultations every day, feeling more cared for by mentoring from the coach who always visit their guesthouse, feel more self-respect because they are still able to do gymnastic activities and skill guidance, and with spiritual guidance can give them inner peace and bring closer to Allah SWT. Thus, it can be concluded that the effectiveness of psychological services in the UPTD of the elderly social service center, while waiting for Parepare to be effective, has seen from the benchmark of the theory of effectiveness and the fulfillment of elderly needs that they feel more comfortable in their homes than in their own homes. However, it is still less effective when viewed in terms of group consultation and therapy room facilities, as well as limited therapeutic equipment.

Addressing mental health and reemployment for unemployed Australians through psychological interventions: An applied study

Few studies have examined the effectiveness of interventions to improve mental health in the unemployed. Current evidence points to interventions improving mental health but having little, if any, impact on reemployment. In the Australian context, psychological services continue to be delivered yet little is known about their effectiveness. This study examined the effectiveness of psychological services for 783 unemployed individuals. It was hypothesized that psychological intervention would improve the symptoms of depression, anxiety, stress and general psychological distress; that individual one-on-one interventions would be more effective than other interventions; and that improvements in mental health would be associated with reemployment. Results highlighted that psychological intervention was effective at improving mental health; that tailored individual interventions were not significantly more effective than other types of interventions and that improvements in depression, anxiety and stress were associated with reemployment.

Psychological services: From the school staff's point of view

Gradually public school programs have tended to broaden their scope of responsibility to include, in addition to academic growth, a deeper concern for the individual's personal and emotional development (Wrenn, 1962). Reflecting this trend, in 1957 the Lucas County Board of Education (Ohio) with the financial assistance of the Ohio School Foundation Program, employed its first school psychologist and initiated a program of psychological services in the county school district. The Ohio training and celtification requirements for school psychologists have, for the most part, formed the general framework in which this service has developed. A psychologist was seen as one who conducts individual diagnostic evaluations, studies the results obtained, and then assists appropriate school personnel and parents in the formulation of educational and environmental plans to aid the child. During its seven years of operation, the orientation of psychological services has remained relatively unchanged, although the amount of service to the districts has increased. The staff has reported to the school on request and has maintained no administrative authority. The school psychologist has worked on a consultative basis, to provide information to the teacher to strengthen the role she plays in the education of the children. The ultimate responsibility for carrying out therapeutic plans within the school setting, however, rested with the pupil's teacher, principal, and counselor. With an assignment of .this type, the school psychologist's effectiveness depended upon his ability, not only to facilitate the adjustment and growth of the individual child through the use of psycho-diagnostic techniques, but also upon his skill in impressing the school staff with the import of this knowledge and judgment in relation to understanding children and their management. If so much depends on the voluntary cooperation of the school staff in carrying out the recommendations of the psychologist, their attitude toward the service can, in effect, predetermine the effectiveness of that aspect of the program. The views of Combs and Snygg (1959) are reflectedhere, i n that the teacher's opinion of the service is, for all intents and purposes, what that teacher feels is real--not necessarily what others might identify as being the actual situation. Evaluations of the effectiveness of psychological services, if limited to a review by central staff members or by self-