Skills Intervention Research Articles

The role of social identity in a suicide prevention programme for construction workers in Australia.

Each year, more than 700 000 people die by suicide globally, the majority of whom are men. The United Nations and World Health Organization have set targets to reduce suicide rates by one-third by 2030. While large-scale suicide prevention programmes are required to meet these targets, diffusion of these types of initiatives is difficult-particularly with male populations. This qualitative study investigated the MATES in Construction suicide prevention programme in Australia. Guided by Social Identity Theory and the Social Identity Model for Collective Action, the study aimed to understand why construction workers chose to volunteer and advocate for industry-based suicide prevention programmes, and how their worker identity, solidarity and relationships impacted their volunteering and advocacy. Semi-structured interviews were conducted with 28 participants who had chosen to engage with MATES as volunteers. Data were interpreted using a reflexive approach to thematic analysis, and four themes were constructed from the data relating to feelings of belonging, connection and solidarity between workers and their industry; how specific context and roles impacted identity while existing within an overall sense of identity and solidarity; how industry mateship supported engagement in suicide prevention; and how the role of lived experience, mateship and responsibility provided hope for change. Providing intervention skills to workers, particularly workers with a lived experience of mental ill-health, empowered them to believe that they could make a difference by acting collectively. The MATES engagement model described in this study may have applications for other health promotion prevention programmes targeting male cultures.

Assessment of the approach to managing medical emergencies during dental procedures.

This study aims to investigate the knowledge of dental interns and post-graduated doctors regarding dental emergencies and their occurrence in the clinic and examine the doctors' ability to intervene in these emergencies. Note that, 150 dental interns and 101 post-graduated doctors were surveyed with sixteen questions regarding their knowledge and experience with syncope, orthostatic hypotension, myocardial infarction, angina pectoris, asthma, and anaphylactic shock. Also, post-graduate doctors answered nine additional questions about their emergency response capabilities. This study found that interns and doctors exhibited similar knowledge about emergencies. Nonetheless, the count of dental interns encountering emergencies is relatively limited. Syncope was the most frequently encountered condition (61.8%). Doctors' increase in years of experience correlated positively with a higher rate of intervention in epilepsy, orthostatic hypotension, and anaphylactic shock (p=0.001, 0.024, and 0.02, respectively). The ability to check the carotid pulse and to perform intramuscular injections was high in post-graduated doctors (90.09% and 81.2%, respectively). Although interns believe their knowledge about emergencies to be sufficient, their intervention skills may need to be improved due to the low frequency of encounters. After graduation, their inability to intervene adequately during emergencies in the clinic can lead to fatal consequences. The lack of improvement in doctors' knowledge and intervention abilities with experience could be attributed to insufficient training after completing their formal education. To prevent such scenarios, regular training sessions should be provided to interns and doctors, focusing on the emergencies they may encounter.

Exploring the therapeutic potential of virtual reality and augmented reality in social skills training for individuals with autism spectrum disorder

This paper examines the emerging role of Virtual Reality (VR) and Augmented Reality (AR) technologies in providing immersive and personalized social skills training for individuals with Autism Spectrum Disorder (ASD). By creating realistic and interactive environments, VR and AR offer novel approaches to address the social deficits characteristic of ASD, facilitating skill acquisition and generalization in a controlled and supportive setting. This study reviews recent advancements, challenges, and future directions in utilizing VR and AR as adjunctive tools in social skills interventions for individuals with ASD.

Learning Underwater Intervention Skills Based on Dynamic Movement Primitives

Improving the autonomy of underwater interventions by remotely operated vehicles (ROVs) can help mitigate the impact of communication delays on operational efficiency. Currently, underwater interventions for ROVs usually rely on real-time teleoperation or preprogramming by operators, which is not only time-consuming and increases the cognitive burden on operators but also requires extensive specialized programming. Instead, this paper uses the intuitive learning from demonstrations (LfD) approach that uses operator demonstrations as inputs and models the trajectory characteristics of the task through the dynamic movement primitive (DMP) approach for task reproduction as well as the generalization of knowledge to new environments. Unlike existing applications of DMP-based robot trajectory learning methods, we propose the underwater DMP (UDMP) method to address the problem that the complexity and stochasticity of underwater operational environments (e.g., current perturbations and floating operations) diminish the representativeness of the demonstrated trajectories. First, the Gaussian mixture model (GMM) and Gaussian mixture regression (GMR) are used for feature extraction of multiple demonstration trajectories to obtain typical trajectories as inputs to the DMP method. The UDMP method is more suitable for the LfD of underwater interventions than the method that directly learns the nonlinear terms of the DMP. In addition, we improve the commonly used homomorphic-based teleoperation mode to heteromorphic mode, which allows the operator to focus more on the end-operation task. Finally, the effectiveness of the developed method is verified by simulation experiments.

Using virtual simulation to teach substance use screening and brief intervention skills across the health professions: Examining training outcomes among an interprofessional graduate student sample.

Using virtual simulation to teach substance use screening and brief intervention skills across the health professions: Examining training outcomes among an interprofessional graduate student sample.

Chain mediating effect of gratitude and meaning in life between nurses’ psychological response and emergency capability-a multicenter cross-sectional study

BackgroundClinical nurses face high-pressure situations requiring rapid decision-making and skilled intervention, impacting their psychological responses and emergency capabilities. Understanding the relationships between psychological factors like gratitude and meaning in life is crucial for improving nurses’ performance in emergencies. This study explores the mediating role of gratitude and meaning in life in the impact of psychological responses on clinical nurses’ emergency capabilities, aiming to enhance their effectiveness in such situations.MethodsThis study is a multi-center cross-sectional survey. A questionnaire survey was conducted among 1833 clinical nurses in five tertiary hospitals in Anhui Province, China including general information questionnaire, nurses’ emergency capability scale, Meaning in life scale, Gratitude scale and Psychological response questionnaire. According to the results of the questionnaire survey, a chain mediating model was constructed and tested.ResultsThe total score of emergency capability of 1833 clinical nurses was (71.65 ± 10.77), the total score of meaning in life was (50.67 ± 9.04), the total score of gratitude was (30.96 ± 3.57), and the total score of psychological response was 13.00 (6.00, 20.00). The emergency capability of subjects was positively correlated with the meaning in life, the total score of gratitude scale and the scores of each dimension of the two scales, and negatively correlated with the total score of psychological response scale and each dimension of this scale (all P < 0.05). The total effect coefficient, direct effect coefficient and indirect effect coefficient of psychological response on nurses’ emergency capability are − 0.230, -0.110 and − 0.120 respectively, that is, the indirect effect accounts for 52.17% of the total effect. Among the indirect effects, the specific mediating effects of gratitude and meaning in life account for 22.50% and 62.50% respectively, and the chain mediating effects of gratitude and meaning in life account for 15.00%.ConclusionGratitude and meaning in life have multiple mediating roles in the mechanism of psychological response that affecting clinical nurses’ emergency capability. Therefore, it is very important to pay attention to dynamically evaluating the psychological response level of clinical nurses, and strive to improve their gratitude and meaning in life, so as to further enhance their emergency response ability.

A National Survey of Interventional Radiology Trainees on Peripheral and Aortic Endovascular Training.

The development of technical skills in peripheral and aortic endovascular intervention is an essential part of interventional radiology (IR) training. Access to endovascular training remains contentious, with IR and vascular surgery (VS) trainees competing for opportunities. The Collaborative Peripheral and Aortic Endovascular Training Survey (CPAETS) aimed to evaluate IR trainees' experiences, expectations, and barriers to endovascular training. CPAETS was a joint survey between the British Society of Interventional Radiology and the Rouleaux Club (UK Vascular Trainees' Association), open for 12 weeks and distributed to UK-based IR and VS trainees. This article focuses on IR trainee responses. Thirty-two responses were received from IR trainees across England, Scotland and Wales. Overall, 59% of respondents were satisfied with their endovascular training. IR trainees reported less regular hands-on experience of aortic endovascular procedures (50%) compared to peripheral endovascular procedures (93%). Consequently fewer trainees (65%) felt confident in achieving the necessary aortic endovascular competencies by the end of their training, compared to peripheral procedures (89%). Limited exposure to aortic endovascular procedures resulted in reduced confidence levels in performing aortic intervention as compared to peripheral procedures. Potential solutions to bridge some of these IR training gaps include greater pre-operative and post-operative presence, the use of simulators and IR fellowships to ensure adequate training opportunities. This article provides a snapshot of the current gaps in IR endovascular training in the UK, with insight into solutions that can enable trainees to develop clinical and technical competencies required for IR consultant practice.

Sharing Our World: Impact of Group Motor Skill Learning on Joint Attention in Children with Autism Spectrum Disorder.

Impaired joint attention is a common feature of autism spectrum disorder (ASD), affecting social interaction and communication. We explored if group basketball learning could enhance joint attention in autistic children, and how this relates to brain changes, particularly white matter development integrity. Forty-nine autistic children, aged 4-12 years, were recruited from special education centers. The experimental group underwent a 12-week basketball motor skill learning, while the control group received standard care. Eye-tracking and brain scans were conducted. The 12-week basketball motor skill learning improved joint attention in the experimental group, evidenced by better eye tracking metrics and enhanced white matter integrity. Moreover, reduced time to first fixation correlated positively with decreased mean diffusivity of the left superior corona radiata and left superior fronto-occipital fasciculus in the experimental group. Basketball-based motor skill intervention effectively improved joint attention in autistic children. Improved white matter fiber integrity related to sensory perception, spatial and early attention function may underlie this effect. These findings highlight the potential of group motor skill learning within clinical rehabilitation for treating ASD.

Psychosocial and executive functioning late effects in pediatric brain tumor survivors after proton radiation.

Pediatric brain tumor survivors can experience detrimental effects from radiation treatment. This cross-sectional, large cohort study examined late psychosocial and executive functioning effects in pediatric patients treated ≥ 3years after proton radiation therapy (PRT). Parents of 101 pediatric brain tumor survivors completed the Behavior Assessment System for Children and the Behavior Rating Inventory of Executive Function. Standard scores were compared to published normative means, rates of impairment (T-score > 65) were calculated, and demographic and clinical characteristics were examined. Mean age at PRT was 8.12years and mean interval from PRT to assessment was 6.05years. Half were female (49.5%), 45.5% received craniospinal irradiation (CSI), and 58.4% were diagnosed with infratentorial tumors. All mean T-scores were within normal range. Mean T-scores were significantly elevated compared to the norm on the withdrawal, initiate, working memory, and plan/organize scales. Rates of impairment were notably high in working memory (24.8%), initiate (20.4%), withdrawal (18.1%), and plan/organize (17.0%). Greater withdrawal was significantly associated with CSI and also with chemotherapy and diagnosis of hearing loss. Mean T-scores were significantly lower than the norm on the hyperactivity, aggression, conduct problems, and inhibition scales. No significant problems were identified with social skills or depression. Interval since treatment was not correlated with any scale. Although psychosocial and executive functioning was within the normal range, on average, social withdrawal and metacognitive executive functioning (working memory, initiating, planning/organizing) were areas of concern. Targeted yearly screening and proactive executive skill and social interventions are needed for this population.

Prevention and Management of Risky Behaviors in Adolescents, Focusing on Suicide, Substance Use, and Risky Sexual Behaviors through Empowerment Programs: A Narrative Review.

Empowering adolescents to manage and reduce unhealthy behaviors and promote adaptive behaviors is a promising approach to promoting healthy behaviors. This review was an attempt to evaluate adolescent empowerment programs aimed at preventing and managing risky behaviors. This narrative review was conducted in 2023. The texts were reviewed in two sections: (1) a review of articles and books in databases and (2) a review of international websites. The keywords used to search for studies and programs included substance-related disorders, risky behaviors, empowerment, program, adolescent, suicide, and risky sexual behaviors. These keywords were individually searched in international databases such as "PubMed, Scopus, and Web of Science." In the second section, a search was conducted on the websites of international organizations such as the World Health Organization (WHO). The inclusion criteria included having the full text of the original articles, articles in English, articles related to the development and evaluation of the effectiveness of empowerment programs, and the age range of adolescents. The texts that only had abstracts and were in non-English languages were excluded. The programs designed to empower adolescents were in three areas: (1) community-based and peer-based programs, (2) family-based programs, and (3) comprehensive programs. Most programs focused on peer group participation and skill interventions. A powerful and effective empowering program for adolescents to prevent and control risky behaviors should be designed in the form of comprehensive programs in social, educational, economic, and health dimensions, and with the active engagement and participation of adolescents.

The relationship of neurocognitive and social cognitive performance to social competence and appropriateness on a performance-based social skills assessment in individuals with psychosis and unaffected controls

Social deficits are common in psychosis. The Social Skills Performance Assessment (SSPA) is a performance-based measure used to approximate an individual's social skills. Those with psychosis perform worse than do unaffected controls. Prior work has examined two social skills domains derived from the SSPA: social competence and social appropriateness. Social competence and appropriateness are associated with neurocognition and functioning outcomes. However, no study to date has examined the relationship of social cognition to social competence and appropriateness. We aimed to examine the relationships among different aspects of social cognition and performance-based social functioning and hypothesized that social cognitive performance would be related to social competence and appropriateness. We also hypothesized that after controlling for neurocognition, social cognition would account for unique variance in social competence and appropriateness in separate regression models. Forty-one participants who had experienced psychosis and 42 unaffected controls completed a comprehensive battery of neurocognitive, social cognitive, and social functioning measures. Social competence was associated with neurocognition and some aspects of social cognition, while social appropriateness was only marginally associated with neurocognition. Regression models revealed that social cognition did not account for additional and unique variance in social competence or appropriateness, after adjusting for demographic covariates and neurocognition. Findings suggest that aspects of social functioning performance are differentially related to neurocognitive and social cognitive skills. Social skill interventions may be most effective when targeting both neurocognitive and social cognitive skills in treatment.

Study protocol for Sauti ya Vijana (The Voice of Youth): A hybrid-type 1 randomized trial to evaluate effectiveness and implementation of a mental health and life skills intervention to improve health outcomes for Tanzanian youth living with HIV.

Young people living with HIV (YPLWH) experience increased morbidity and mortality compared to all other age groups. Adolescence brings unique challenges related to sexual reproductive health, the elevated importance of peer groups, and often, emerging symptoms of emotional distress. Failure to address this unique life stage for YPLWH can lead to worse HIV and mental health outcomes. Herein lies the protocol for a hybrid-type-1 effectiveness-implementation trial designed to evaluate a mental health and life skills intervention that aims to address these needs for YPLWH in Tanzania. This is an individually randomized group-treatment trial designed to evaluate the effectiveness of Sauti ya Vijana (SYV: The Voice of Youth) toward improving viral suppression (HIV RNA <400 copies/mL) and mental health outcomes and to assess implementation including acceptability, feasibility, fidelity, and cost-effectiveness of the manualized intervention. The trial is being conducted across four geographically distinct regions of Tanzania. Peer group leaders (PGL) with lived HIV experience deliver the 10-session group-based intervention and two individual sessions during which participants describe their disclosure narrative (when they learned they live with HIV) and value-based goal setting. Caregiver or chosen supportive adults are encouraged to attend two specific group sessions with their youth. Participants are 10-24 years of age, prescribed antiretroviral therapy for at least 6 months, fully aware of their HIV status, able to commit to session attendance, and able to understand and meaningfully contribute to group sessions. Participant study visits occur at 5 time points for evaluation: baseline, 4-, 6-, 12-, and 18-months post baseline. A single booster session is conducted before the 12-month visit. Study visits evaluate mental health, adverse childhood events, interpersonal violence, resilience, stigma, HIV knowledge, substance use, sexual relationships, ART adherence, and HIV RNA. Implementation outcomes evaluate feasibility and acceptability through attendance, intervention session notes, focus discussion groups and qualitative interviews. Fidelity to the intervention is measured using fidelity checklists by a PGL observer at each group session. Cost effectiveness is calculated using an incremental cost-effectiveness ratio that utilizes a patient cost questionnaire and financial records of study costs. Few mental health interventions for YPLWH have demonstrated effectiveness. Results from this study will provide information about effectiveness and implementation of a peer-led intervention for delivering a mental health and life skills intervention in low-income settings. This trial is registered at clinicaltrials.gov NCT05374109.

Teaching the art of compassionate inquiry: involving survivors from 9/11 in social work education

ABSTRACT This paper reports findings from pedagogic research evaluating the impact of the involvement of survivors from the World Trade Center attacks in New York City in 2001 in trauma-specific social work education. A pedagogic approach to mental health education is discussed which aims to prepare students to develop trauma-informed assessment and intervention skills concurrent with their encounters with trauma survivors in field practice placements. The small-scale research involved surveying students’ evaluations at a university in New York, following exposure to first-hand accounts of survivors’ experiences. Across the three areas—confidence in knowledge of trauma, impact on learning, and preparation for field practice—the evaluation findings indicate that the students’ knowledge, gained from the involvement of 9/11 survivors, improved over time. This paper presents the background to this project, preparations involved, and findings from research evaluations with the students. The findings suggest that the involvement of those with direct and lived trauma experience in classroom teaching, whilst challenging, can yield positive impacts for students. The 9/11 survivors poignantly shared with students that their lives were changed forever in the aftermath of these events. The findings have potential global educational impact and resonance.

Can technology-based intervention improve collaboration skills: a meta-analysis study

ABSTRACT Collaboration skills are essential in the 21st century. As technology becomes increasingly integrated into teamwork, many studies have found that technology plays an important role in the development of collaboration skills. However, it is difficult to determine the effect of technology-based intervention in this respect. To explore the relationship between technology-based intervention and collaboration skills, we conducted a meta-analysis of 39 studies of this topic reported in 34 articles. The results show that technology-based intervention has a positive correlation with collaboration skills. Moreover, multiple factors, including technology category, learning space, learning stage, discipline, and collaboration skills dimension, significantly moderate the relationship. These findings suggest that collaboration skills are closely related to technology and its application methods. Overall, this study not only comprehensively reveals the complex effect of technology-based intervention on collaboration skills, but the findings also have important implications for research on technology-based intervention in promoting such skills.

A Need for Targeted Teaching of Shared Decision-Making as Identified from an Assessment of Client-Centered Communication Skills Training with Companion Animal Veterinarians.

Shared decision-making has been increasingly discussed as a communication practice within veterinary medicine, and it is gaining more traction for diagnostic and treatment planning conversations and specifically offering a spectrum of care. This teaching tip describes the data from an investigation of veterinarians' shared decision-making in a pre-test/post-test communication skills training intervention that used a client-centered, skills-based communication approach. Practice teams from a purposive sample of four companion animal veterinary clinics in Texas participated in a 15-month communication skills intervention, including interactive group workshops and one-on-one communication coaching. To assess the outcome of the intervention, for nine participating veterinarians, appointments recorded pre- (n=85) and post-intervention (n= 85) were analyzed using the Observer OPTION 5 instrument to assess shared decision-making. The intervention effect was evaluated using mixed logistic regression, adjusting for appointment type. The communication intervention did not significantly impact participating veterinarians' demonstration of shared decision-making (pre=25.42, n=55; post=28.03, n=56; p=0.36). Appointment type was significantly associated with veterinarians' OPTION 5 scores (p=.0004) and health problem appointments (OPTION 5=30.07) demonstrated greater shared decision-making than preventive care appointments (OPTION 5=22.81). Findings suggest that client-centered, skills-based training traditionally used in veterinary curricula and continuing education may not foster the use of shared decision-making, which is a higher-order communication approach that may require a dedicated process-oriented training. This teaching tip highlights the need for a targeted stepwise approach to teach shared decision-making.

Pneumatic Plantar Stimulation Device Replicating Manual Therapy Improves Lateral Stability in Standing Posture

Strokes are a widespread condition characterized by motor paralysis and sensory impairment, and they significantly hinder daily activities. Hence, rehabilitation aimed at improving motor function is crucial for post-stroke patients. Manual therapy, which involves the manual stimulation of the limbs to provide sensory input and enhance motor function, is commonly employed for rehabilitation. However, the limited duration of inpatient rehabilitation highlights the need for devices that can provide similar rehabilitation interventions at home. Here we elucidate the skills employed by physical therapists during intervention through interviews and measurements of the force applied to the plantar surface of the foot. Subsequently, we develop a device capable of replicating these intervention skills. The investigation of physical-therapist skills revealed the importance of stimulating the muscles involved in forming the longitudinal and transverse arches and the flexor muscles of the toes during manual therapy. The required force for stimulation was also noted. Using our device, which utilized pneumatic actuation to replicate therapist skills, intervention on the plantar surface of the feet of healthy adults demonstrated improved stability in their standing posture, particularly in the lateral direction. These devices can enhance the sensory-motor connection from the plantar surface, thereby improving motor abilities, such as preventing falls.

An intervention model for developing self-directed learning skills in NEET-youth: a literature review

In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEET-youth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences.

Gratitude training: forgiveness in mothers of students with visual impairment

ABSTRACT Gratitude skills training improves the forgiveness in mothers of students with visual impairment (VI). The current study aimed to explore the effects of gratitude intervention on forgiveness in mothers of students with VI. This research was a semi-randomized controlled trial design. Thirty mothers of students with VI were randomly chosen from Special School in Gachsaran, Iran. They were randomly replaced to treatment (n = 15) and control (n = 15) groups. The treatment group participated in nine-session 90-minute gratitude training, while the control group participated in general placebo sessions. Both groups responded to the Rye Forgiveness Scale (RFS) before and after the intervention. The results of the Univariate Analysis of Variance showed that the gratitude training significantly and positively influenced the forgiveness in the treatment group in the post-test (p < 0.001). The research suggests that gratitude training can promote forgiveness in mothers of students with VI. Results of this research increase the interest of parents of these students in gratitude training. Moreover, the gratitude skills intervention can be used as an intervention for improving forgiveness in mothers of students with VI.

Protocol for a randomised trial of a self-directed digital pain management intervention (Empowered Relief) tailored to adults with chronic pain and prescription opioid misuse/disorder: the MOBILE Relief study

IntroductionChronic pain increases the risk of prescription opioid misuse or opioid use disorder (OUD). Non-pharmacological treatments are needed to dually address pain and opioid risks. The purpose of the Mobile...

Foot and Ankle Curricular Guidelines in Entry-Level Physical Therapist Education: How Are We Doing?

The Foot and Ankle Curricular Guidelines for Physical Therapist Professional Degree Programs (FACG) provided recommendations regarding essential entry-level content and skills. Eight years later, the extent of its implementation is unknown. This study characterizes entry-level Doctor of Physical Therapy (DPT) programs' foot and ankle curriculum with reference to the FACG. Curricular guidelines offer recommendations to professional degree programs striving for excellence. Review and revisions of guidelines are important to keep pace with and reflect evolving evidence and practice. One faculty member from 116 of 250 DPT programs participated (46.6% response rate). Participants were an average of 50.8 years old and taught a mean of 14.5 years. A cross-sectional 25-item online survey assessed foot and ankle contact hours, coverage of FACG recommended content, coverage of surgical procedures, and the use of FACG for curricular assessment, modification, and development. Foot and ankle content was covered in physical therapy curriculum for a mean of 48.2 hours (range 12-120 hours). Eleven of the 25 recommended diagnoses, 29 of the 49 examination skills, 6 of the 7 intervention skills, and 3 of the 14 surgical procedures were covered by most (≥90%) of the programs. Reported use of FACG for curricular processes averaged 50.1-51.5 (0-100 numerical scale). Across a wide range of contact hours, coverage of FACG recommended content was approximately 57% (46/81 recommended elements in ≥90% of programs). Although not specifically recommended by FACG, surgical procedures were less commonly covered by programs. Study findings question FACG implementation and may reflect differences across programs in depth and breadth of content. Identified curricular gaps may warrant addressing in future guidelines.