Process-based Interventions Research Articles

Designing forgiveness interventions: guidance from five meta-analyses.

The Nursing Interventions Classification system includes forgiveness facilitation as part of the research-based taxonomy of nursing interventions. Nurses need practical guidance in finding the type of intervention that works best in the nursing realm. Five meta-analyses of forgiveness interventions were reviewed to illuminate best practice. The only studies included were meta-analyses of forgiveness interventions in which the authors calculated effect size. Forgiveness interventions were shown to be helpful in addressing mental/emotional health. Components of effective interventions include recalling the offense, empathizing with the offender, committing to forgive, and overcoming feelings of unforgiveness. The meta-analyses showed that people receiving forgiveness interventions reported more forgiveness than those who had no intervention. Forgiveness interventions resulted in more hope and less depression and anxiety than no treatment. A process-based intervention is more effective than a shorter cognitive decision-based model. Limitations of the meta-analyses included inconsistency of measures and a lack of consensus on a definition of forgiveness. Notwithstanding these limitations, the meta-analyses offer strong evidence of what contributes to the effectiveness of forgiveness interventions. The implications of the studies are useful for designing evidence-based clinical forgiveness interventions to enhance nursing practice.

Rendering the [im]material

This PhD by Project has explored process-based interventions within decommissioned buildings and gallery spaces. The methodology I have engaged with is one of working responsively, allowing particular temporal conditions to surface within these sites and

Power Imbalances in Contracts: An Interdisciplinary Study on Effects of Intervention

This paper offers an interdisciplinary study on effects of intervention in two interacting parties facing a power imbalance. The main purpose of this paper is twofold. First, I present a systematic framework for evaluation, by using input from social psychological studies on power. Second, I give an overview of knowledge on and experience with the effects of intervention. It appears that surprisingly little is known about the effects of intervention, while on the other hand, more seems to be known about the sources and effects of power in relationships in general. This knowledge is used to distinguish three archetypes of power imbalances in contracts: 1) mental and/or physical predominance, 2) information asymmetry, and 3) dependency asymmetry. Law systems offer contracting parties in these cases two types of intervention: outcome-based and process-based intervention. Which of these two categories of intervention (or which mixture of the two) offers the best assistance to contracting parties facing power imbalances? There is not enough empirical evidence to answer this question yet. However, there are some signals that point into a certain direction. Mental and/or physical predominance cases seem better dealt with by outcome-based intervention, while dependency asymmetry cases seem better dealt with by process-based intervention. Information asymmetry is a matter of finding the mixture of the two that best enables a low-power party to absorb the information needed.

The history of interventions in school psychology

Treatment interventions by school psychologists may be classified as (a) interventions aimed at modifying the way in which or what a child is taught or how he or she behaves in the classroom, (b) direct interventions aimed at changing a child's self-perception and self-understanding through some form of psychotherapy or counseling, and (c) interventions directed at modifying the general environment or system in which a child must function. This article traces the kinds of intervention that have been recommended and implemented by school psychologists over the last century. These interventions have followed from the theory and research interest of the psychologists of the time, and this relationship is traced for each type of int4ervention. A dominant tension in school psychology has been between behavioral-theory-based interventions and process-based interventions. Behavior- theory-based interventions have been well validated over the last three decades. Interventions based on cognitive and developmental theory show promise for guiding intervention in the future. Given the centrality of intervention, the research reported in the school psychology literature on the topic is surprisingly thin. Since intervention must follow from good research and theory, scientist-practitioners must constantly upgrade their knowledge of psychology.