Implementation Of Cognitive-behavioral Interventions Research Articles

Experiences and coping with the altered body image in digestive stoma patients.

ABSTRACTObjective:to describe the coping of stoma patients with the news about the ostomy, as well as to analyze the meaning and the experience of their new bodily reality. Method:qualitative phenomenological study undertaken through semistructured interviews with 21 stoma patients. The analysis was based on the constant comparison of the data, the progressive incorporation of subjects and triangulation among researchers and stomal therapy nurses. The software Atlas.ti was used. Results:two main categories emerge: "Coping with the news about receiving a stoma" and "Meaning and experience of the new bodily reality". The informants' answer varies, showing situations that range from the natural acceptance of the process to resignation and rejection. The previous experiences of other family members, the possible reconstruction of the stoma or the type of illness act as conditioning factors. Conclusions:the coping with the news about the stoma is conditioned by the type of illness, although the normalization of the process is the trend observed in most informants. Nursing plays a fundamental role in the implementation of cognitive-behavioral interventions and other resources to promote the patients' autonomy in everything related to care for the stoma.

Adaptation and Implementation of Cognitive Behavioral Intervention for Trauma in Schools with American Indian Youth

American Indian adolescents experience higher rates of suicide and psychological distress than the overall U.S. adolescent population, and research suggests that these disparities are related to higher rates of violence and trauma exposure. Despite elevated risk, there is limited empirical information to guide culturally appropriate treatment of trauma and related symptoms. We report a pilot study of an adaptation to the Cognitive Behavioral Intervention for Trauma in Schools in a sample of 24 American Indian adolescents. Participants experienced significant decreases in anxiety and posttraumatic stress disorder symptoms, and avoidant coping strategies, as well as a marginally significant decrease in depression symptoms. Improvements in anxiety and depression were maintained 6 months postintervention; improvements in posttraumatic stress disorder and avoidant coping strategies were not.

Cognitive behavioral intervention in dealing with school violence among Arab Palestinian adolescents in Israel

The current study examined the implementation of cognitive behavioral intervention, in dealing with school violence among Arab Palestinian adolescents. The sample consisted of 100 students, who devided to test and control groups. The test group had 12 weekly group sessions of 90minutes each. The findings indicated the effectiveness of cognitive behavioral intervention in dealing with violent behavior, with an improvement in most areas tested in the test group, compared to the control group. These findings correspond with findings of previous studies on the subject, which indicated the effectiveness of the cognitive-behavioral approach in dealing with school violence.

Teaching Effort and the Future of Cognitive-Behavioral Interventions

In this article we discuss two impediments to widespread adoption and implementation of cognitive-behavioral intervention (CBI) procedures by teachers of students with behavior disorders. First, its principles can be difficult, even for researchers and other specialists. Second, despite ample demonstration that teachers can be taught CBI techniques, implementation at significant scale is impeded by historical resistance to the use of behavioral techniques, even after 30 years of research meant to place behavior management in schools on a scientific basis. We conclude with comments on the likelihood of wider use of CBI and offer recommendations for a research implementation agenda that focuses on generalization of appropriate use of CBI across teachers and schools.