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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Psychoeducation</h1><div class="u-tcGrayDark">1,535 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Psychoeducation</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Psychoeducation">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psychoeducation/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psychoeducation/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psychoeducation/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Psychoeducation">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39761948" data-work_id="39761948" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39761948/Death_Mother_as_Natures_Shadow_Infanticide_Abandonment_and_the_Collective_Unconscious">Death Mother as Nature's Shadow: Infanticide, Abandonment, and the Collective Unconscious</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The archetypal Death Mother symbolizes women whose behaviour or feelings threaten the lives of their children. Western culture, however, believes that women evolved to love their children instinctively and selflessly, and that women who... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39761948" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The archetypal Death Mother symbolizes women whose behaviour or feelings threaten the lives of their children. Western culture, however, believes that women evolved to love their children instinctively and selflessly, and that women who abandon, neglect, harm or kill their children are unnatural. Thus the Death Mother has no place in our cultural consciousness. This can be problematic, because it means that the Death Mother is buried deep in the shadow and surrounded with shame.  <br /><br />In this article, I introduce Jungian and psychodynamic perspectives on the Death Mother, archetype and then focus on evolutionary and anthropological perspectives. My aim is to show that when the Death Mother is approached with compassionate curiosity, we can better help the mothers who are living this frightening energy, as well as those who grow up traumatized by her impact. In particular, I propose that that when we bring the Death Mother into consciousness, learn about her evolutionary roots, and humanize her, we start to dismantle the self-perpetuating cycles of shame that constellate around her archetypal energy, thereby opening the doors to meaningful change.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39761948" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f39b1e1d6a450e69af24f24bf6909a25" rel="nofollow" data-download="{"attachment_id":59943495,"asset_id":39761948,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59943495/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1081924" href="https://independentscholar.academia.edu/DanielaSieff">Daniela Sieff</a><script data-card-contents-for-user="1081924" type="text/json">{"id":1081924,"first_name":"Daniela","last_name":"Sieff","domain_name":"independentscholar","page_name":"DanielaSieff","display_name":"Daniela Sieff","profile_url":"https://independentscholar.academia.edu/DanielaSieff?f_ri=103781","photo":"https://0.academia-photos.com/1081924/376169/4850530/s65_daniela.sieff.jpg"}</script></span></span></li><li class="js-paper-rank-work_39761948 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39761948"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39761948, container: ".js-paper-rank-work_39761948", }); 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$(".js-view-count[data-work-id=39761948]").text(description); $(".js-view-count-work_39761948").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39761948").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39761948"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="767" rel="nofollow" href="https://www.academia.edu/Documents/in/Anthropology">Anthropology</a>, <script data-card-contents-for-ri="767" type="text/json">{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5472" rel="nofollow" href="https://www.academia.edu/Documents/in/Jungian_psychology">Jungian psychology</a>, <script data-card-contents-for-ri="5472" type="text/json">{"id":5472,"name":"Jungian psychology","url":"https://www.academia.edu/Documents/in/Jungian_psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6475" rel="nofollow" href="https://www.academia.edu/Documents/in/Anthropology_of_Children_and_Childhood">Anthropology of Children and Childhood</a>, <script data-card-contents-for-ri="6475" type="text/json">{"id":6475,"name":"Anthropology of Children and Childhood","url":"https://www.academia.edu/Documents/in/Anthropology_of_Children_and_Childhood?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7337" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Childhood_and_Youth">History of Childhood and Youth</a><script data-card-contents-for-ri="7337" type="text/json">{"id":7337,"name":"History of Childhood and Youth","url":"https://www.academia.edu/Documents/in/History_of_Childhood_and_Youth?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39761948]'), work: {"id":39761948,"title":"Death Mother as Nature's Shadow: Infanticide, Abandonment, and the Collective Unconscious","created_at":"2019-07-06T01:02:52.686-07:00","url":"https://www.academia.edu/39761948/Death_Mother_as_Natures_Shadow_Infanticide_Abandonment_and_the_Collective_Unconscious?f_ri=103781","dom_id":"work_39761948","summary":"The archetypal Death Mother symbolizes women whose behaviour or feelings threaten the lives of their children. Western culture, however, believes that women evolved to love their children instinctively and selflessly, and that women who abandon, neglect, harm or kill their children are unnatural. Thus the Death Mother has no place in our cultural consciousness. This can be problematic, because it means that the Death Mother is buried deep in the shadow and surrounded with shame. \n\nIn this article, I introduce Jungian and psychodynamic perspectives on the Death Mother, archetype and then focus on evolutionary and anthropological perspectives. My aim is to show that when the Death Mother is approached with compassionate curiosity, we can better help the mothers who are living this frightening energy, as well as those who grow up traumatized by her impact. In particular, I propose that that when we bring the Death Mother into consciousness, learn about her evolutionary roots, and humanize her, we start to dismantle the self-perpetuating cycles of shame that constellate around her archetypal energy, thereby opening the doors to meaningful change. ","downloadable_attachments":[{"id":59943495,"asset_id":39761948,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1081924,"first_name":"Daniela","last_name":"Sieff","domain_name":"independentscholar","page_name":"DanielaSieff","display_name":"Daniela Sieff","profile_url":"https://independentscholar.academia.edu/DanielaSieff?f_ri=103781","photo":"https://0.academia-photos.com/1081924/376169/4850530/s65_daniela.sieff.jpg"}],"research_interests":[{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=103781","nofollow":true},{"id":5472,"name":"Jungian psychology","url":"https://www.academia.edu/Documents/in/Jungian_psychology?f_ri=103781","nofollow":true},{"id":6475,"name":"Anthropology of Children and Childhood","url":"https://www.academia.edu/Documents/in/Anthropology_of_Children_and_Childhood?f_ri=103781","nofollow":true},{"id":7337,"name":"History of Childhood and Youth","url":"https://www.academia.edu/Documents/in/History_of_Childhood_and_Youth?f_ri=103781","nofollow":true},{"id":7610,"name":"Evolutionary Anthropology","url":"https://www.academia.edu/Documents/in/Evolutionary_Anthropology?f_ri=103781"},{"id":10649,"name":"Compassion","url":"https://www.academia.edu/Documents/in/Compassion?f_ri=103781"},{"id":11097,"name":"Self Compassion","url":"https://www.academia.edu/Documents/in/Self_Compassion?f_ri=103781"},{"id":16834,"name":"Attachment Theory","url":"https://www.academia.edu/Documents/in/Attachment_Theory?f_ri=103781"},{"id":25858,"name":"Motherhood and Public Discourse","url":"https://www.academia.edu/Documents/in/Motherhood_and_Public_Discourse?f_ri=103781"},{"id":30140,"name":"Early Childhood","url":"https://www.academia.edu/Documents/in/Early_Childhood?f_ri=103781"},{"id":35256,"name":"Shame","url":"https://www.academia.edu/Documents/in/Shame?f_ri=103781"},{"id":38504,"name":"Ideologies of Motherhood","url":"https://www.academia.edu/Documents/in/Ideologies_of_Motherhood?f_ri=103781"},{"id":41737,"name":"Complex Ptsd","url":"https://www.academia.edu/Documents/in/Complex_Ptsd?f_ri=103781"},{"id":49710,"name":"Infanticide","url":"https://www.academia.edu/Documents/in/Infanticide?f_ri=103781"},{"id":96097,"name":"Motherhood","url":"https://www.academia.edu/Documents/in/Motherhood?f_ri=103781"},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":130520,"name":"Early-Life Trauma and Developmental Neurobiology","url":"https://www.academia.edu/Documents/in/Early-Life_Trauma_and_Developmental_Neurobiology?f_ri=103781"},{"id":140070,"name":"Mothering","url":"https://www.academia.edu/Documents/in/Mothering?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75174167" data-work_id="75174167" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/75174167/Quality_of_Psychoeducational_Apps_for_Military_Members_With_Mild_Traumatic_Brain_Injury_An_Evaluation_Utilizing_the_Mobile_Application_Rating_Scale_Preprint_">Quality of Psychoeducational Apps for Military Members With Mild Traumatic Brain Injury: An Evaluation Utilizing the Mobile Application Rating Scale (Preprint)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">BACKGROUND Military personnel have an elevated risk of sustaining mild traumatic brain injuries (mTBI) and postconcussion symptoms (PCS). Smartphone apps that provide psychoeducation may assist those with mTBI or PCS to overcome unique... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75174167" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">BACKGROUND Military personnel have an elevated risk of sustaining mild traumatic brain injuries (mTBI) and postconcussion symptoms (PCS). Smartphone apps that provide psychoeducation may assist those with mTBI or PCS to overcome unique barriers that military personnel experience with stigma and access to health care resources. OBJECTIVE This study aims to (1) use the Mobile Application Rating Scale (MARS) to evaluate smartphone apps purporting to provide psychoeducation for those who have sustained an mTBI or a PCS; (2) explore the relevance, utility, and effectiveness of these apps in facilitating symptom management and overall recovery from mTBI and PCS among military personnel; and (3) discuss considerations pertinent to health care professionals and patients with mTBI when considering the use of mobile health (mHealth), including apps for mTBI psychoeducation. METHODS A five-step systematic search for smartphone apps for military members with mTBI or PCS was conducted on January...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75174167" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4e6f62a262c3a85f587a1c0f416678e9" rel="nofollow" data-download="{"attachment_id":83049972,"asset_id":75174167,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83049972/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="176785926" href="https://leidenuniv.academia.edu/ChelseaJones">Chelsea Jones</a><script data-card-contents-for-user="176785926" type="text/json">{"id":176785926,"first_name":"Chelsea","last_name":"Jones","domain_name":"leidenuniv","page_name":"ChelseaJones","display_name":"Chelsea Jones","profile_url":"https://leidenuniv.academia.edu/ChelseaJones?f_ri=103781","photo":"https://0.academia-photos.com/176785926/48992098/37016618/s65_chelsea.jones.jpeg"}</script></span></span></li><li class="js-paper-rank-work_75174167 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75174167"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75174167, container: ".js-paper-rank-work_75174167", }); 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$(".js-view-count[data-work-id=75174167]").text(description); $(".js-view-count-work_75174167").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75174167").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75174167"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="641" rel="nofollow" href="https://www.academia.edu/Documents/in/Rehabilitation_Medicine">Rehabilitation Medicine</a>, <script data-card-contents-for-ri="641" type="text/json">{"id":641,"name":"Rehabilitation Medicine","url":"https://www.academia.edu/Documents/in/Rehabilitation_Medicine?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="923" rel="nofollow" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2256" rel="nofollow" href="https://www.academia.edu/Documents/in/Rehabilitation">Rehabilitation</a>, <script data-card-contents-for-ri="2256" type="text/json">{"id":2256,"name":"Rehabilitation","url":"https://www.academia.edu/Documents/in/Rehabilitation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3720" rel="nofollow" href="https://www.academia.edu/Documents/in/Traumatic_Brain_Injury">Traumatic Brain Injury</a><script data-card-contents-for-ri="3720" type="text/json">{"id":3720,"name":"Traumatic Brain Injury","url":"https://www.academia.edu/Documents/in/Traumatic_Brain_Injury?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75174167]'), work: {"id":75174167,"title":"Quality of Psychoeducational Apps for Military Members With Mild Traumatic Brain Injury: An Evaluation Utilizing the Mobile Application Rating Scale (Preprint)","created_at":"2022-04-01T11:44:31.560-07:00","url":"https://www.academia.edu/75174167/Quality_of_Psychoeducational_Apps_for_Military_Members_With_Mild_Traumatic_Brain_Injury_An_Evaluation_Utilizing_the_Mobile_Application_Rating_Scale_Preprint_?f_ri=103781","dom_id":"work_75174167","summary":"BACKGROUND Military personnel have an elevated risk of sustaining mild traumatic brain injuries (mTBI) and postconcussion symptoms (PCS). Smartphone apps that provide psychoeducation may assist those with mTBI or PCS to overcome unique barriers that military personnel experience with stigma and access to health care resources. OBJECTIVE This study aims to (1) use the Mobile Application Rating Scale (MARS) to evaluate smartphone apps purporting to provide psychoeducation for those who have sustained an mTBI or a PCS; (2) explore the relevance, utility, and effectiveness of these apps in facilitating symptom management and overall recovery from mTBI and PCS among military personnel; and (3) discuss considerations pertinent to health care professionals and patients with mTBI when considering the use of mobile health (mHealth), including apps for mTBI psychoeducation. 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Using dozens of exercises that build practice-tested skills, the authors' approach is in perfect step with CSWE's competence-based education requirements. The book is organized into three sections—the first addresses stages of group practice, the second looks at major types of groups, and the final section looks at examples of group work practice with special populations. <br /> <br />Features of the Second Edition <br /> <br />    Expanded! Discussion of the theory of group process and dynamics <br />    New! Content regarding Canadian, British, and Australian group work practices <br />    New! Chapters on anti-oppressive practice, group work with immigrants, and macro-practice group work <br />    New! Content on the use and development of technology to aid group work <br />    Contains customized exercises for each group work topic, designed to build the student and practitioner’s skills for use in group work sessions <br />    Special emphasis on how to bring individual sessions or groups to closure <br />    Provides examples of group work in specialized settings: conflict resolution groups within elementary schools, pregnant teens, Latinos, and HIV/AIDS clients</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5102862" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="17afddedb6829d5276044435eae0c749" rel="nofollow" data-download="{"attachment_id":32624880,"asset_id":5102862,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32624880/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1808674" href="https://tacoma-washington.academia.edu/RichFurman">Rich Furman</a><script data-card-contents-for-user="1808674" type="text/json">{"id":1808674,"first_name":"Rich","last_name":"Furman","domain_name":"tacoma-washington","page_name":"RichFurman","display_name":"Rich Furman","profile_url":"https://tacoma-washington.academia.edu/RichFurman?f_ri=103781","photo":"https://0.academia-photos.com/1808674/760335/7279738/s65_rich.furman.jpg"}</script></span></span></li><li class="js-paper-rank-work_5102862 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5102862"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5102862, container: ".js-paper-rank-work_5102862", }); 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Groupe","url":"https://www.academia.edu/Documents/in/Therapie_De_Groupe?f_ri=103781"},{"id":1222769,"name":"Peer Groups and Their Influence Upon the Learning of Young Children","url":"https://www.academia.edu/Documents/in/Peer_Groups_and_Their_Influence_Upon_the_Learning_of_Young_Children?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51773624" data-work_id="51773624" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51773624/De_lemprise_au_l%C3%A2cher_prise_se_reconstruire_un_parcours_dambivalence_et_de_r%C3%A9silience_Th%C3%A9rapie_narrative_existentielle_et_transculturelle_dune_victime_de_traumatisation_secondaire">De l'emprise au lâcher-prise : se reconstruire, un parcours d'ambivalence et de résilience. Thérapie narrative, existentielle et transculturelle d'une victime de traumatisation secondaire.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Le présent mémoire de CIU relate une expérience d'accompagnement à la reconstruction de soi d'une victime-témoin (ex-compagne d'un adepte de mouvement sectaire), victime de traumatisation indirecte dite secondaire. Le parcours d'Inès vers... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51773624" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Le présent mémoire de CIU relate une expérience d'accompagnement à la reconstruction de soi d'une victime-témoin (ex-compagne d'un adepte de mouvement sectaire), victime de traumatisation indirecte dite secondaire. Le parcours d'Inès vers la reconquête de sa liberté d'être et d'agir est analysé en détail, de manière ethnographique, à partir d'une triple approche narrative, existentielle et transculturelle. Les applications cliniques des concepts étudiés en Victimologie et Psychotraumatologie font l'objet d'un éclairage anthropologique, systémique et philosophique. Les phénomènes de dissociation, crise, deuil compliqué et lâcher-prise sont discutés par rapport à leurs conséquences sur la vie intrapsychique et interpersonnelle de la patiente. Sont mises au jour la mécanique de l'emprise, dans la secte comme dans le couple, et ses ambivalences en termes de lien et de relation. Les facteurs de protection et de résilience d'Inès sont abordés en parallèle aux facteurs de risque de son ex-partenaire, dont la quête spirituelle était pervertie et a produit des effets délétères. La prise en charge thérapeutique du trauma complexe d'Inès s'appuie sur une démarche intégrative qui vise à soutenir au long cours les processus de remaniement identitaire en favorisant le rétablissement de la sécurité ontologique via divers outils de « créativité symbolique ». L'auteure examine également de façon réflexive sa posture d'intervenante. 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href="https://www.academia.edu/43364090/%D0%9D%D0%B0%D0%B4%D0%B0%D0%BD%D0%BD%D1%8F_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D1%96%D1%87%D0%BD%D0%BE%D1%97_%D0%B4%D0%BE%D0%BF%D0%BE%D0%BC%D0%BE%D0%B3%D0%B8_%D0%B2%D1%80%D0%B0%D0%B7%D0%BB%D0%B8%D0%B2%D0%B8%D0%BC_%D0%B3%D1%80%D1%83%D0%BF%D0%B0%D0%BC_%D0%BD%D0%B0%D1%81%D0%B5%D0%BB%D0%B5%D0%BD%D0%BD%D1%8F_%D0%BF%D1%96%D0%B4_%D1%87%D0%B0%D1%81_%D1%82%D0%B0_%D0%BF%D1%96%D1%81%D0%BB%D1%8F_%D0%BA%D0%B0%D1%80%D0%B0%D0%BD%D1%82%D0%B8%D0%BD%D1%83_%D1%87%D0%B5%D1%80%D0%B5%D0%B7_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D1%96%D1%8E_COVID_19_%D0%BF%D1%80%D0%B0%D0%BA%D1%82%D0%B8%D1%87%D0%BD%D0%B8%D0%B9_%D0%BF%D0%BE%D1%81%D1%96%D0%B1%D0%BD%D0%B8%D0%BA_%D0%B4%D0%BB%D1%8F_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D1%96%D0%B2_%D1%96_%D1%84%D0%B0%D1%85%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%81%D0%BE%D1%86%D1%96%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D1%97_%D1%80%D0%BE%D0%B1%D0%BE%D1%82%D0%B8_%D0%95%D0%BB%D0%B5%D0%BA%D1%82%D1%80%D0%BE%D0%BD%D0%BD%D0%B5_%D0%B2%D0%B8%D0%B4%D0%B0%D0%BD%D0%BD%D1%8F_">Надання психологічної допомоги вразливим групам населення під час та після карантину через пандемію COVID-19 : практичний посібник для психологів і фахівців соціальної роботи [Електронне видання]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Надання психологічної допомоги вразливим групам населення під час та після карантину через пандемію COVID-19 : практичний посібник для психологів і фахівців соціальної роботи [Електронне видання] / Галина Валентинівна Циганенко, Мар’яна... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43364090" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Надання психологічної допомоги вразливим групам населення під час та після карантину через пандемію COVID-19 : практичний посібник для психологів і фахівців соціальної роботи [Електронне видання] / Галина Валентинівна Циганенко, Мар’яна Сергіївна Великодна. Київ ; Кривий Ріг : Вид. Р. А. Козлов, 2020. 100 с. <br /> <br />Цей практичний посібник містить наукові дані про вплив пандемії <br />COVID-19 та карантину на психологічні стани та процеси у населення, <br />а також моделі і конкретні практичні методи, матеріали та техніки надання <br />психологічної допомоги вразливим групам населення під час та після <br />режиму надзвичайної ситуації через пандемію. Цей текст може стати <br />у пригоді психологам, фахівцям соціальної сфери, іншим спеціалістам, які <br />працюють із вразливими групами. <br /> <br />Проєкт "Онлайн-майстерня навчання технікам дистанційної психологічної допомоги вразливим групам населення під час режиму надзвичайної ситуації через пандемію COVID-19 та після. “Психологічний Covid-resilience:)” реалізується Психологічною кризовою службою ГО ”Українська асоціація фахівців з подолання наслідків психотравмуючих подій" за підтримки Міжнародного Фонду «Відродження» та Європейського Союзу в рамках гуманітарної ініціативи «Людяність і взаємодопомога».</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43364090" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7ec877b7bb5d0353c53a8f5d0754c89b" rel="nofollow" data-download="{"attachment_id":63653567,"asset_id":43364090,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63653567/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14611130" href="https://independent.academia.edu/HalynaTsyhanenko">Halyna Tsyhanenko</a><script data-card-contents-for-user="14611130" type="text/json">{"id":14611130,"first_name":"Halyna","last_name":"Tsyhanenko","domain_name":"independent","page_name":"HalynaTsyhanenko","display_name":"Halyna Tsyhanenko","profile_url":"https://independent.academia.edu/HalynaTsyhanenko?f_ri=103781","photo":"https://0.academia-photos.com/14611130/5559997/95240612/s65_halyna.tsyhanenko.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43364090">+1</span><div class="hidden js-additional-users-43364090"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://usfu.academia.edu/MarianaVelykodna">Mariana Velykodna</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43364090'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43364090').html(); 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Київ ; Кривий Ріг : Вид. Р. А. Козлов, 2020. 100 с.\r\n\r\nЦей практичний посібник містить наукові дані про вплив пандемії\r\nCOVID-19 та карантину на психологічні стани та процеси у населення,\r\nа також моделі і конкретні практичні методи, матеріали та техніки надання\r\nпсихологічної допомоги вразливим групам населення під час та після \r\nрежиму надзвичайної ситуації через пандемію. 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Los niños y niñas en los hogares de migrantes viven de manera estresante los procesos de separación y reunificación familiar. Ello trae consigo la imperante necesidad de brindar atención psicológica que promueva el bienestar integral de las personas migrantes, específicamente de los infantes y sus familias. Este artículo propone diversas técnicas y estrategias para el trabajo con niños y niñas con experiencia migratoria, así como con sus familias.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44689110" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="84b651670e62523224b37817c805ca2a" rel="nofollow" data-download="{"attachment_id":65163622,"asset_id":44689110,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65163622/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10638145" href="https://umich-mx.academia.edu/MariaElenaRiveraHeredia">Maria Elena Rivera Heredia</a><script data-card-contents-for-user="10638145" type="text/json">{"id":10638145,"first_name":"Maria Elena","last_name":"Rivera Heredia","domain_name":"umich-mx","page_name":"MariaElenaRiveraHeredia","display_name":"Maria Elena Rivera Heredia","profile_url":"https://umich-mx.academia.edu/MariaElenaRiveraHeredia?f_ri=103781","photo":"https://0.academia-photos.com/10638145/3225363/35227638/s65_maria_elena.rivera_heredia.jpg"}</script></span></span></li><li class="js-paper-rank-work_44689110 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44689110"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44689110, container: ".js-paper-rank-work_44689110", }); 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Los niños y niñas en los hogares de migrantes viven de manera estresante los procesos de separación y reunificación familiar. Ello trae consigo la imperante necesidad de brindar atención psicológica que promueva el bienestar integral de las personas migrantes, específicamente de los infantes y sus familias. Este artículo propone diversas técnicas y estrategias para el trabajo con niños y niñas con experiencia migratoria, así como con sus familias.","downloadable_attachments":[{"id":65163622,"asset_id":44689110,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10638145,"first_name":"Maria Elena","last_name":"Rivera Heredia","domain_name":"umich-mx","page_name":"MariaElenaRiveraHeredia","display_name":"Maria Elena Rivera Heredia","profile_url":"https://umich-mx.academia.edu/MariaElenaRiveraHeredia?f_ri=103781","photo":"https://0.academia-photos.com/10638145/3225363/35227638/s65_maria_elena.rivera_heredia.jpg"}],"research_interests":[{"id":3454,"name":"Children and Families","url":"https://www.academia.edu/Documents/in/Children_and_Families?f_ri=103781","nofollow":true},{"id":3708,"name":"Social-Ecological Systems","url":"https://www.academia.edu/Documents/in/Social-Ecological_Systems?f_ri=103781","nofollow":true},{"id":20604,"name":"Migrant Children's Education","url":"https://www.academia.edu/Documents/in/Migrant_Childrens_Education?f_ri=103781","nofollow":true},{"id":43881,"name":"Mexico","url":"https://www.academia.edu/Documents/in/Mexico?f_ri=103781","nofollow":true},{"id":44867,"name":"México","url":"https://www.academia.edu/Documents/in/M%C3%A9xico?f_ri=103781"},{"id":64030,"name":"Michoacán","url":"https://www.academia.edu/Documents/in/Michoac%C3%A1n?f_ri=103781"},{"id":67135,"name":"Psicología","url":"https://www.academia.edu/Documents/in/Psicolog%C3%ADa?f_ri=103781"},{"id":77710,"name":"Niñez Y Adolescencia","url":"https://www.academia.edu/Documents/in/Ninez_Y_Adolescencia?f_ri=103781"},{"id":87490,"name":"Intervención social","url":"https://www.academia.edu/Documents/in/Intervenci%C3%B3n_social?f_ri=103781"},{"id":97450,"name":"Intervention","url":"https://www.academia.edu/Documents/in/Intervention?f_ri=103781"},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":135847,"name":"Modelos de Intervención Socioeducativa","url":"https://www.academia.edu/Documents/in/Modelos_de_Intervencion_Socioeducativa?f_ri=103781"},{"id":137899,"name":"Migrants","url":"https://www.academia.edu/Documents/in/Migrants?f_ri=103781"},{"id":176490,"name":"Migración","url":"https://www.academia.edu/Documents/in/Migraci%C3%B3n?f_ri=103781"},{"id":780421,"name":"Systemic Family Therapy","url":"https://www.academia.edu/Documents/in/Systemic_Family_Therapy?f_ri=103781"},{"id":1136584,"name":"Retornados","url":"https://www.academia.edu/Documents/in/Retornados?f_ri=103781"},{"id":2494803,"name":"niños jornaleros agrícolas migrantes","url":"https://www.academia.edu/Documents/in/ni%C3%B1os_jornaleros_agr%C3%ADcolas_migrantes?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44488087 coauthored" data-work_id="44488087" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44488087/Psicoeducaci%C3%B3n_Familiar_en_Esquizofrenia">Psicoeducación Familiar en Esquizofrenia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">“Psicoeducación Familiar en Esquizofrenia” es uno de los capítulos del Manual para estudiantes de la Cátedra de Psiquiatría, Facultad de Medicina, Universidad Nacional de Córdoba, Argentina, compilado por el Prof. Dr. Leandro Dionisio. El... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44488087" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">“Psicoeducación Familiar en Esquizofrenia” es uno de los capítulos del Manual para estudiantes de la Cátedra de Psiquiatría, Facultad de Medicina, Universidad Nacional de Córdoba, Argentina, compilado por el Prof. Dr. Leandro Dionisio.<br />El propósito de este documento es incorporar, describir y resaltar esta herramienta terapéutica en el tratamiento de la esquizofrenia, destacando que actualmente es recomendada para un abordaje integral de la enfermedad por ser considerada complementaria a las terapias psicosociales y los tratamientos psicofarmacológicos, integrándose así a los programas y dispositivos que dan respuesta a las necesidades de quienes padecen esta enfermedad.<br />La Psicoeducación dirigida a los familiares, también llamada Intervención Familiar Psicoeducacional, es el proceso de capacitación dirigido a los familiares o allegados con funciones de cuidadores de las personas con una enfermedad mental severa, cuyo objetivo inmediato es reducir la brecha de conocimiento entre la información disponible en los profesionales y la que efectivamente posee el familiar. Su propósito final es fortalecer las posibilidades de recuperación de quienes sufren esquizofrenia, con la meta puesta en una vida digna de la persona enferma, procurando que alcance un bienestar pleno y logre un desempeño psicosocial satisfactorio.<br />Corresponde resaltar que la Psicoeducación familiar en esquizofrenia, constituye un recurso de empleo imperativo en las recomendaciones y guías de abordaje de la salud mental de la Organización Mundial de la Salud (OMS, 2013, OMS 2018), apoyado en la sólida evidencia que ofrece la prolífica bibliografía de numerosos investigadores y expertos en gestión de salud mental internacionales, como se describen en este capítulo.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44488087" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="396f945a39173e3c7c93b78d5f2725cb" rel="nofollow" data-download="{"attachment_id":64920530,"asset_id":44488087,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64920530/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50094915" href="https://unlp.academia.edu/PedroGargoloff">Pedro R Gargoloff</a><script data-card-contents-for-user="50094915" type="text/json">{"id":50094915,"first_name":"Pedro","last_name":"Gargoloff","domain_name":"unlp","page_name":"PedroGargoloff","display_name":"Pedro R Gargoloff","profile_url":"https://unlp.academia.edu/PedroGargoloff?f_ri=103781","photo":"https://0.academia-photos.com/50094915/46422408/35877445/s65_pedro.gargoloff.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44488087">+2</span><div class="hidden js-additional-users-44488087"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/RicardoMarceloCorral">Ricardo Marcelo Corral</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/RaimundoMuscellini">Raimundo Muscellini</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44488087'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44488087').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44488087 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44488087"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44488087; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44488087]").text(description); $(".js-view-count-work_44488087").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44488087").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44488087"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44488087]'), work: {"id":44488087,"title":"Psicoeducación Familiar en Esquizofrenia","created_at":"2020-11-12T14:33:51.141-08:00","url":"https://www.academia.edu/44488087/Psicoeducaci%C3%B3n_Familiar_en_Esquizofrenia?f_ri=103781","dom_id":"work_44488087","summary":"“Psicoeducación Familiar en Esquizofrenia” es uno de los capítulos del Manual para estudiantes de la Cátedra de Psiquiatría, Facultad de Medicina, Universidad Nacional de Córdoba, Argentina, compilado por el Prof. Dr. Leandro Dionisio.\nEl propósito de este documento es incorporar, describir y resaltar esta herramienta terapéutica en el tratamiento de la esquizofrenia, destacando que actualmente es recomendada para un abordaje integral de la enfermedad por ser considerada complementaria a las terapias psicosociales y los tratamientos psicofarmacológicos, integrándose así a los programas y dispositivos que dan respuesta a las necesidades de quienes padecen esta enfermedad.\nLa Psicoeducación dirigida a los familiares, también llamada Intervención Familiar Psicoeducacional, es el proceso de capacitación dirigido a los familiares o allegados con funciones de cuidadores de las personas con una enfermedad mental severa, cuyo objetivo inmediato es reducir la brecha de conocimiento entre la información disponible en los profesionales y la que efectivamente posee el familiar. Su propósito final es fortalecer las posibilidades de recuperación de quienes sufren esquizofrenia, con la meta puesta en una vida digna de la persona enferma, procurando que alcance un bienestar pleno y logre un desempeño psicosocial satisfactorio.\nCorresponde resaltar que la Psicoeducación familiar en esquizofrenia, constituye un recurso de empleo imperativo en las recomendaciones y guías de abordaje de la salud mental de la Organización Mundial de la Salud (OMS, 2013, OMS 2018), apoyado en la sólida evidencia que ofrece la prolífica bibliografía de numerosos investigadores y expertos en gestión de salud mental internacionales, como se describen en este capítulo.","downloadable_attachments":[{"id":64920530,"asset_id":44488087,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50094915,"first_name":"Pedro","last_name":"Gargoloff","domain_name":"unlp","page_name":"PedroGargoloff","display_name":"Pedro R Gargoloff","profile_url":"https://unlp.academia.edu/PedroGargoloff?f_ri=103781","photo":"https://0.academia-photos.com/50094915/46422408/35877445/s65_pedro.gargoloff.jpg"},{"id":98014786,"first_name":"Ricardo Marcelo","last_name":"Corral","domain_name":"independent","page_name":"RicardoMarceloCorral","display_name":"Ricardo Marcelo Corral","profile_url":"https://independent.academia.edu/RicardoMarceloCorral?f_ri=103781","photo":"/images/s65_no_pic.png"},{"id":179199732,"first_name":"Raimundo","last_name":"Muscellini","domain_name":"independent","page_name":"RaimundoMuscellini","display_name":"Raimundo Muscellini","profile_url":"https://independent.academia.edu/RaimundoMuscellini?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65540050" data-work_id="65540050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65540050/Family_therapy_and_schizophrenia_a_brief_theoretical_overview_and_a_framework_for_clinical_practice">Family therapy and schizophrenia: a brief theoretical overview and a framework for clinical practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Family or systemic therapy is often contrasted with psychoeducational approaches, but their historical differences have become blurred with the increasing development of integrated family interventions for psychosis. This article... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65540050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Family or systemic therapy is often contrasted with psychoeducational approaches, but their historical differences have become blurred with the increasing development of integrated family interventions for psychosis. This article describes the theoretical context for the development of</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65540050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8faf96ec4ef94150c75c41c56016fe26" rel="nofollow" data-download="{"attachment_id":77090365,"asset_id":65540050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77090365/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99671681" href="https://exeter.academia.edu/FrankBurbach">Frank Burbach</a><script data-card-contents-for-user="99671681" type="text/json">{"id":99671681,"first_name":"Frank","last_name":"Burbach","domain_name":"exeter","page_name":"FrankBurbach","display_name":"Frank Burbach","profile_url":"https://exeter.academia.edu/FrankBurbach?f_ri=103781","photo":"https://0.academia-photos.com/99671681/51766547/39853135/s65_frank.burbach.jpg"}</script></span></span></li><li class="js-paper-rank-work_65540050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65540050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65540050, container: ".js-paper-rank-work_65540050", }); 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$(".js-view-count[data-work-id=65540050]").text(description); $(".js-view-count-work_65540050").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65540050").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65540050"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="226" rel="nofollow" href="https://www.academia.edu/Documents/in/Clinical_Psychology">Clinical Psychology</a>, <script data-card-contents-for-ri="226" type="text/json">{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="231" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Therapy">Family Therapy</a>, <script data-card-contents-for-ri="231" type="text/json">{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1312" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychosis">Psychosis</a><script data-card-contents-for-ri="1312" type="text/json">{"id":1312,"name":"Psychosis","url":"https://www.academia.edu/Documents/in/Psychosis?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65540050]'), work: {"id":65540050,"title":"Family therapy and schizophrenia: a brief theoretical overview and a framework for clinical practice","created_at":"2021-12-22T10:09:02.330-08:00","url":"https://www.academia.edu/65540050/Family_therapy_and_schizophrenia_a_brief_theoretical_overview_and_a_framework_for_clinical_practice?f_ri=103781","dom_id":"work_65540050","summary":"Family or systemic therapy is often contrasted with psychoeducational approaches, but their historical differences have become blurred with the increasing development of integrated family interventions for psychosis. This article describes the theoretical context for the development of","downloadable_attachments":[{"id":77090365,"asset_id":65540050,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99671681,"first_name":"Frank","last_name":"Burbach","domain_name":"exeter","page_name":"FrankBurbach","display_name":"Frank Burbach","profile_url":"https://exeter.academia.edu/FrankBurbach?f_ri=103781","photo":"https://0.academia-photos.com/99671681/51766547/39853135/s65_frank.burbach.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true},{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=103781","nofollow":true},{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true},{"id":1312,"name":"Psychosis","url":"https://www.academia.edu/Documents/in/Psychosis?f_ri=103781","nofollow":true},{"id":1909,"name":"Family studies","url":"https://www.academia.edu/Documents/in/Family_studies?f_ri=103781"},{"id":3138,"name":"Community-Based Mental Health Services","url":"https://www.academia.edu/Documents/in/Community-Based_Mental_Health_Services?f_ri=103781"},{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781"},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":178434,"name":"Mental health services","url":"https://www.academia.edu/Documents/in/Mental_health_services?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24298908" data-work_id="24298908" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24298908/Varolu%C5%9F%C3%A7u_Yakla%C5%9F%C4%B1m_Odakl%C4%B1_Sorumluluk_E%C4%9Fitimi_Program%C4%B1n%C4%B1n_%C4%B0lk%C3%B6%C4%9Fretim_8_S%C4%B1n%C4%B1f_%C3%96%C4%9Frencilerinin_Sorumluluk_D%C3%BCzeylerine_Etkisi">Varoluşçu Yaklaşım Odaklı Sorumluluk Eğitimi Programının İlköğretim 8. Sınıf Öğrencilerinin Sorumluluk Düzeylerine Etkisi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu araştırmanın amacı ‘Varoluşçu Yaklaşım Odaklı Sorumluluk Eğitimi Programı’nın ilköğretim sekizinci sınıf öğrencilerinin sorumluluk düzeylerine etkisi olup olmadığının belirlenmesidir. Araştırmaya katılan öğrenciler, 2010- 2011 eğitim-... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24298908" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu araştırmanın amacı ‘Varoluşçu Yaklaşım Odaklı Sorumluluk Eğitimi Programı’nın ilköğretim sekizinci sınıf öğrencilerinin sorumluluk düzeylerine etkisi olup olmadığının belirlenmesidir. Araştırmaya katılan öğrenciler, 2010- 2011 eğitim- öğretim yılında Mardin ili Merkez ilçesi Atatürk İlköğretim okulunda okuyan sekizinci sınıf öğrencileridir. Bu araştırma öntest- sontest kontrol gruplu modelden oluşan deneysel bir çalışmadır. Kontrol ve deney grubunu belirlemek amacıyla Sorumluluk Tutum Ölçeği kullanılmıştır. Bu ölçekten alınan sonuçlara göre, öğrencilerle yapılan görüşmeler de göz önüne alınarak 13 kişi kontrol grubuna ve 13 kişi de deney grubuna seçilmiştir. Kontrol ve deney gruplarını belirlemek amacıyla kullanılan Sorumluluk Tutum Ölçeği, sorumluluk davranışının ölçüldüğü 41 maddeden oluşmaktadır. Araştırmacı tarafından 94 öğrenci üzerinde yapılan güvenirlik çalışmasında iç tutarlılık katsayısı .87 olarak bulunmuştur. Bu güvenirlik katsayısı araştırmacı tarafından yeterli görülmüş ve ölçek güvenilir kabul edilmiştir. Kontrol ve deney gruplarının öntest ve sontest puanlarının analizi sonucunda kontrol  ve deney grubunun öntestleri arasında anlamlı bir fark olmadığı; kontrol grubunun öntest- sontest sonuçları arasında anlamlı bir fark olmadığı; deney grubunun öntest- sontest puanları arasında anlamlı bir far olduğu ve son olarak kontrol ve deney gruplarının sontest puanları arasında anlamlı bir fark olduğu saptanmıştır. Bu bulgulara dayanarak ‘Varoluşçu Yaklaşım Odaklı Sorumluluk Eğitimi Programı’nın ilköğretim sekizinci sınıf öğrencileri üzerinde olumlu yönde etkisi olduğu sonucuna varılmıştır.  <br /><br /><br />The aim of this research is to define whether the existentalist- oriented approach programme has an effect onto eight class primary school students’ responsibility levels or not. Students participated in the research are eight class students studying in Atatürk Primary School in 2010-2011 education- teaching year in center district in Mardin. This research is an experomental study consisted of pretest-posttest control group model. To define control and experiment group Responsibility Attitude Scale has been used. Thinking also about meetings done with students 13 people have been chosen to control group and 13 people to experiment group according to the results obtained from this scale. Responsibility Attitude Scale used for defining control and experiment groups is consisted of 41 items. At the security study done on 94 students by the researcher cronbach α is found to be .87. These security coefficients have been thought as enough and the scale has been accepted as accredited by the researcher. As a result of analysis of protest and posttest points of the control and experiment groups there has been no meaningful difference between the pre-tests of the control and experiment groups; and there has been no meaningful difference between pre-test and post-test results of the control group; and there has been meaningful difference between the results of pre-test and post-test results of experiment group and finally there has been meaningful difference between post-test of the control and experiment groups. Depending on these findings it has been found that there is a positive effect of existentalist-oriented approach responsibility programme onto eighth class primary school students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24298908" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b300b373e4ddca22de692fa2fdcac6e4" rel="nofollow" data-download="{"attachment_id":44632965,"asset_id":24298908,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44632965/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5291021" href="https://artuklu.academia.edu/MuhammetCevatACAR">Muhammet Cevat ACAR</a><script data-card-contents-for-user="5291021" type="text/json">{"id":5291021,"first_name":"Muhammet Cevat","last_name":"ACAR","domain_name":"artuklu","page_name":"MuhammetCevatACAR","display_name":"Muhammet Cevat ACAR","profile_url":"https://artuklu.academia.edu/MuhammetCevatACAR?f_ri=103781","photo":"https://0.academia-photos.com/5291021/2755199/56849724/s65_muhammet_cevat.acar.jpg"}</script></span></span></li><li class="js-paper-rank-work_24298908 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24298908"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24298908, container: ".js-paper-rank-work_24298908", }); 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$(".js-view-count[data-work-id=24298908]").text(description); $(".js-view-count-work_24298908").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24298908").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24298908"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="34442" rel="nofollow" href="https://www.academia.edu/Documents/in/Responsibility">Responsibility</a>, <script data-card-contents-for-ri="34442" type="text/json">{"id":34442,"name":"Responsibility","url":"https://www.academia.edu/Documents/in/Responsibility?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="423587" rel="nofollow" href="https://www.academia.edu/Documents/in/Responsibility_Education">Responsibility Education</a><script data-card-contents-for-ri="423587" type="text/json">{"id":423587,"name":"Responsibility Education","url":"https://www.academia.edu/Documents/in/Responsibility_Education?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24298908]'), work: {"id":24298908,"title":"Varoluşçu Yaklaşım Odaklı Sorumluluk Eğitimi Programının İlköğretim 8. Sınıf Öğrencilerinin Sorumluluk Düzeylerine Etkisi","created_at":"2016-04-11T11:21:04.394-07:00","url":"https://www.academia.edu/24298908/Varolu%C5%9F%C3%A7u_Yakla%C5%9F%C4%B1m_Odakl%C4%B1_Sorumluluk_E%C4%9Fitimi_Program%C4%B1n%C4%B1n_%C4%B0lk%C3%B6%C4%9Fretim_8_S%C4%B1n%C4%B1f_%C3%96%C4%9Frencilerinin_Sorumluluk_D%C3%BCzeylerine_Etkisi?f_ri=103781","dom_id":"work_24298908","summary":"Bu araştırmanın amacı ‘Varoluşçu Yaklaşım Odaklı Sorumluluk Eğitimi Programı’nın ilköğretim sekizinci sınıf öğrencilerinin sorumluluk düzeylerine etkisi olup olmadığının belirlenmesidir. Araştırmaya katılan öğrenciler, 2010- 2011 eğitim- öğretim yılında Mardin ili Merkez ilçesi Atatürk İlköğretim okulunda okuyan sekizinci sınıf öğrencileridir. Bu araştırma öntest- sontest kontrol gruplu modelden oluşan deneysel bir çalışmadır. Kontrol ve deney grubunu belirlemek amacıyla Sorumluluk Tutum Ölçeği kullanılmıştır. Bu ölçekten alınan sonuçlara göre, öğrencilerle yapılan görüşmeler de göz önüne alınarak 13 kişi kontrol grubuna ve 13 kişi de deney grubuna seçilmiştir. Kontrol ve deney gruplarını belirlemek amacıyla kullanılan Sorumluluk Tutum Ölçeği, sorumluluk davranışının ölçüldüğü 41 maddeden oluşmaktadır. Araştırmacı tarafından 94 öğrenci üzerinde yapılan güvenirlik çalışmasında iç tutarlılık katsayısı .87 olarak bulunmuştur. Bu güvenirlik katsayısı araştırmacı tarafından yeterli görülmüş ve ölçek güvenilir kabul edilmiştir. Kontrol ve deney gruplarının öntest ve sontest puanlarının analizi sonucunda kontrol ve deney grubunun öntestleri arasında anlamlı bir fark olmadığı; kontrol grubunun öntest- sontest sonuçları arasında anlamlı bir fark olmadığı; deney grubunun öntest- sontest puanları arasında anlamlı bir far olduğu ve son olarak kontrol ve deney gruplarının sontest puanları arasında anlamlı bir fark olduğu saptanmıştır. Bu bulgulara dayanarak ‘Varoluşçu Yaklaşım Odaklı Sorumluluk Eğitimi Programı’nın ilköğretim sekizinci sınıf öğrencileri üzerinde olumlu yönde etkisi olduğu sonucuna varılmıştır. \n\n\nThe aim of this research is to define whether the existentalist- oriented approach programme has an effect onto eight class primary school students’ responsibility levels or not. Students participated in the research are eight class students studying in Atatürk Primary School in 2010-2011 education- teaching year in center district in Mardin. This research is an experomental study consisted of pretest-posttest control group model. To define control and experiment group Responsibility Attitude Scale has been used. Thinking also about meetings done with students 13 people have been chosen to control group and 13 people to experiment group according to the results obtained from this scale. Responsibility Attitude Scale used for defining control and experiment groups is consisted of 41 items. At the security study done on 94 students by the researcher cronbach α is found to be .87. These security coefficients have been thought as enough and the scale has been accepted as accredited by the researcher. As a result of analysis of protest and posttest points of the control and experiment groups there has been no meaningful difference between the pre-tests of the control and experiment groups; and there has been no meaningful difference between pre-test and post-test results of the control group; and there has been meaningful difference between the results of pre-test and post-test results of experiment group and finally there has been meaningful difference between post-test of the control and experiment groups. Depending on these findings it has been found that there is a positive effect of existentalist-oriented approach responsibility programme onto eighth class primary school students.","downloadable_attachments":[{"id":44632965,"asset_id":24298908,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5291021,"first_name":"Muhammet Cevat","last_name":"ACAR","domain_name":"artuklu","page_name":"MuhammetCevatACAR","display_name":"Muhammet Cevat ACAR","profile_url":"https://artuklu.academia.edu/MuhammetCevatACAR?f_ri=103781","photo":"https://0.academia-photos.com/5291021/2755199/56849724/s65_muhammet_cevat.acar.jpg"}],"research_interests":[{"id":34442,"name":"Responsibility","url":"https://www.academia.edu/Documents/in/Responsibility?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":423587,"name":"Responsibility Education","url":"https://www.academia.edu/Documents/in/Responsibility_Education?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43487914" data-work_id="43487914" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43487914/Psycho_education_of_Group">Psycho-education of Group</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Pada awalnya, dalam dunia kesehatan psycho-education of group digunakan dalam perawatan kejiwaan untuk mengobati pasien dengan psikosis atau skizofrenia. Namun seiiring berjalan nya waktu, saat ini psikoedukasi adalah bagian penting dari... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43487914" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Pada awalnya, dalam dunia kesehatan psycho-education of group digunakan dalam perawatan kejiwaan untuk mengobati pasien dengan psikosis atau skizofrenia. Namun seiiring berjalan nya waktu, saat ini psikoedukasi adalah bagian penting dari konseling pasien, perawatan, rehabilitasi dan pencegahan gangguan kesehatan mental jangka panjang atau berulang (Tiina & Anna, 2017). Selain itu, penerapan nya bukan hanya sekedar pada bidang yang bersifat klinis saja, melainkan bisa pada bidang pendidikan atau bahkan digunakan untuk memberikan atau mengedukasikan sebuah keterampilan kepada seseorang dalam beragai bidang. Dengan beragam nya fungsi dan tujuan dari pengaplikasian teknik ini, maka konselor diharapkan untuk bisa menguasai berbagai bidang dan memiliki pengetahuan yang luas. Tidak hanya konselor, para anggota pun akan diminta untuk menaati peraturan yang diberlakukan untuk konseling dengan metode ini. Untuk lebih jelas nya lagi, saya akan menjelaskan nya pada tulisan di bawah ini.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43487914" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="87bca458dc458880e2231019bc913323" rel="nofollow" data-download="{"attachment_id":63796775,"asset_id":43487914,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63796775/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="80606453" href="https://independent.academia.edu/AdinataRangga">Rangga Adinata</a><script data-card-contents-for-user="80606453" type="text/json">{"id":80606453,"first_name":"Rangga","last_name":"Adinata","domain_name":"independent","page_name":"AdinataRangga","display_name":"Rangga Adinata","profile_url":"https://independent.academia.edu/AdinataRangga?f_ri=103781","photo":"https://0.academia-photos.com/80606453/45606645/35509667/s65_rangga.adinata.jpg"}</script></span></span></li><li class="js-paper-rank-work_43487914 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43487914"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43487914, container: ".js-paper-rank-work_43487914", }); });</script></li><li class="js-percentile-work_43487914 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43487914; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43487914"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43487914 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43487914"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43487914; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43487914]").text(description); $(".js-view-count-work_43487914").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43487914").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43487914"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2243" rel="nofollow" href="https://www.academia.edu/Documents/in/Counseling_Psychology">Counseling Psychology</a>, <script data-card-contents-for-ri="2243" type="text/json">{"id":2243,"name":"Counseling Psychology","url":"https://www.academia.edu/Documents/in/Counseling_Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3279" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychotherapy_and_Counseling">Psychotherapy and Counseling</a>, <script data-card-contents-for-ri="3279" type="text/json">{"id":3279,"name":"Psychotherapy and Counseling","url":"https://www.academia.edu/Documents/in/Psychotherapy_and_Counseling?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43487914]'), work: {"id":43487914,"title":"Psycho-education of Group","created_at":"2020-07-01T03:34:22.575-07:00","url":"https://www.academia.edu/43487914/Psycho_education_of_Group?f_ri=103781","dom_id":"work_43487914","summary":"Pada awalnya, dalam dunia kesehatan psycho-education of group digunakan dalam perawatan kejiwaan untuk mengobati pasien dengan psikosis atau skizofrenia. Namun seiiring berjalan nya waktu, saat ini psikoedukasi adalah bagian penting dari konseling pasien, perawatan, rehabilitasi dan pencegahan gangguan kesehatan mental jangka panjang atau berulang (Tiina \u0026 Anna, 2017). Selain itu, penerapan nya bukan hanya sekedar pada bidang yang bersifat klinis saja, melainkan bisa pada bidang pendidikan atau bahkan digunakan untuk memberikan atau mengedukasikan sebuah keterampilan kepada seseorang dalam beragai bidang. Dengan beragam nya fungsi dan tujuan dari pengaplikasian teknik ini, maka konselor diharapkan untuk bisa menguasai berbagai bidang dan memiliki pengetahuan yang luas. Tidak hanya konselor, para anggota pun akan diminta untuk menaati peraturan yang diberlakukan untuk konseling dengan metode ini. Untuk lebih jelas nya lagi, saya akan menjelaskan nya pada tulisan di bawah ini. ","downloadable_attachments":[{"id":63796775,"asset_id":43487914,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":80606453,"first_name":"Rangga","last_name":"Adinata","domain_name":"independent","page_name":"AdinataRangga","display_name":"Rangga Adinata","profile_url":"https://independent.academia.edu/AdinataRangga?f_ri=103781","photo":"https://0.academia-photos.com/80606453/45606645/35509667/s65_rangga.adinata.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true},{"id":2243,"name":"Counseling Psychology","url":"https://www.academia.edu/Documents/in/Counseling_Psychology?f_ri=103781","nofollow":true},{"id":3279,"name":"Psychotherapy and Counseling","url":"https://www.academia.edu/Documents/in/Psychotherapy_and_Counseling?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":400725,"name":"Bimbingan Dan Konseling","url":"https://www.academia.edu/Documents/in/Bimbingan_Dan_Konseling?f_ri=103781"},{"id":1491409,"name":"Psikoedukasi","url":"https://www.academia.edu/Documents/in/Psikoedukasi?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39090052" data-work_id="39090052" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39090052/Aplica%C3%A7%C3%B5es_da_Psicoeduca%C3%A7%C3%A3o_no_Contexto_da_Sa%C3%BAde">Aplicações da Psicoeducação no Contexto da Saúde</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Psychoeducation is an approach that relates psychological and pedagogical tools having as its objective the teaching directioned to patients and caregiver about physical and/or psychic pathology and its treatment as well. Thus, it is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39090052" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Psychoeducation is an approach that relates psychological and pedagogical tools having as its objective the teaching directioned to patients and caregiver about physical and/or psychic pathology and its treatment as well. Thus, it is possible to develop a prevention and awareness work in health. The present work has as its aim to investigate the usage of psychoeducationin the area of health relating its application in mental and physical illnesses and its involvement in the area as well. The method consists of a systematic review of literature whose keyword is “psycho education”, and its results were found in the following data basis: LILACS (Literatura Latino-Americana e do Caribe em Ciências da Saúde), PePSIC (Periódicos Eletrônicos de Psicologia) and SciELO (Scientifi c Electronic Library Online). Totalizing 59 articles, only 29 were used. It is possible to conclude that psycho education can be used forboth psychological disorders and organic illnesses, as in 85% and 15% of the articles respectively. It can be applied for both caregivers (30% of the studies) and patients (45% of the studies). Its technique can be practiced in the following contexts: palliative care, chronic diseases, group therapy, and public health. From the results and the discussion it is possible to notice that psycho education is a technique that contains applications in many health areas, covering psychological disorders and organic illnesses.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39090052" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2bca3d3e6f4a32daac29260831d425b8" rel="nofollow" data-download="{"attachment_id":59207829,"asset_id":39090052,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59207829/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="112566657" href="https://ufrgs.academia.edu/JorgeNeto">Jorge O N D E R E Neto</a><script data-card-contents-for-user="112566657" type="text/json">{"id":112566657,"first_name":"Jorge","last_name":"Neto","domain_name":"ufrgs","page_name":"JorgeNeto","display_name":"Jorge O N D E R E Neto","profile_url":"https://ufrgs.academia.edu/JorgeNeto?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_39090052 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39090052"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39090052, container: ".js-paper-rank-work_39090052", }); 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$(".js-view-count[data-work-id=39090052]").text(description); $(".js-view-count-work_39090052").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39090052").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39090052"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39090052]'), work: {"id":39090052,"title":"Aplicações da Psicoeducação no Contexto da Saúde","created_at":"2019-05-10T20:30:33.796-07:00","url":"https://www.academia.edu/39090052/Aplica%C3%A7%C3%B5es_da_Psicoeduca%C3%A7%C3%A3o_no_Contexto_da_Sa%C3%BAde?f_ri=103781","dom_id":"work_39090052","summary":"Psychoeducation is an approach that relates psychological and pedagogical tools having as its objective the teaching directioned to patients and caregiver about physical and/or psychic pathology and its treatment as well. Thus, it is possible to develop a prevention and awareness work in health. The present work has as its aim to investigate the usage of psychoeducationin the area of health relating its application in mental and physical illnesses and its involvement in the area as well. The method consists of a systematic review of literature whose keyword is “psycho education”, and its results were found in the following data basis: LILACS (Literatura Latino-Americana e do Caribe em Ciências da Saúde), PePSIC (Periódicos Eletrônicos de Psicologia) and SciELO (Scientifi c Electronic Library Online). Totalizing 59 articles, only 29 were used. It is possible to conclude that psycho education can be used forboth psychological disorders and organic illnesses, as in 85% and 15% of the articles respectively. It can be applied for both caregivers (30% of the studies) and patients (45% of the studies). Its technique can be practiced in the following contexts: palliative care, chronic diseases, group therapy, and public health. 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Innovación es solución a mi alcance Serie 4, año 2010, cuaderno número 44 ISBN de la serie: 978-607-424-055-9 ISBN del cuaderno: Coordinación general:</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6740954" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="375cc1b97025d36ade16d449c9726801" rel="nofollow" data-download="{"attachment_id":33455974,"asset_id":6740954,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33455974/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10638145" href="https://umich-mx.academia.edu/MariaElenaRiveraHeredia">Maria Elena Rivera Heredia</a><script data-card-contents-for-user="10638145" type="text/json">{"id":10638145,"first_name":"Maria Elena","last_name":"Rivera Heredia","domain_name":"umich-mx","page_name":"MariaElenaRiveraHeredia","display_name":"Maria Elena Rivera Heredia","profile_url":"https://umich-mx.academia.edu/MariaElenaRiveraHeredia?f_ri=103781","photo":"https://0.academia-photos.com/10638145/3225363/35227638/s65_maria_elena.rivera_heredia.jpg"}</script></span></span></li><li class="js-paper-rank-work_6740954 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6740954"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6740954, container: ".js-paper-rank-work_6740954", }); 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Innovación es solución a mi alcance Serie 4, año 2010, cuaderno número 44 ISBN de la serie: 978-607-424-055-9 ISBN del cuaderno: Coordinación general:","downloadable_attachments":[{"id":33455974,"asset_id":6740954,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10638145,"first_name":"Maria Elena","last_name":"Rivera Heredia","domain_name":"umich-mx","page_name":"MariaElenaRiveraHeredia","display_name":"Maria Elena Rivera Heredia","profile_url":"https://umich-mx.academia.edu/MariaElenaRiveraHeredia?f_ri=103781","photo":"https://0.academia-photos.com/10638145/3225363/35227638/s65_maria_elena.rivera_heredia.jpg"}],"research_interests":[{"id":18652,"name":"Suicide prevention","url":"https://www.academia.edu/Documents/in/Suicide_prevention?f_ri=103781","nofollow":true},{"id":37905,"name":"Counseling","url":"https://www.academia.edu/Documents/in/Counseling?f_ri=103781","nofollow":true},{"id":43881,"name":"Mexico","url":"https://www.academia.edu/Documents/in/Mexico?f_ri=103781","nofollow":true},{"id":64030,"name":"Michoacán","url":"https://www.academia.edu/Documents/in/Michoac%C3%A1n?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":126499,"name":"Adolescents","url":"https://www.academia.edu/Documents/in/Adolescents?f_ri=103781"},{"id":147687,"name":"Prevención del Suicidio en ambientes escolares","url":"https://www.academia.edu/Documents/in/Prevencion_del_Suicidio_en_ambientes_escolares?f_ri=103781"},{"id":171507,"name":"Adolescentes","url":"https://www.academia.edu/Documents/in/Adolescentes?f_ri=103781"},{"id":241482,"name":"Suicidio","url":"https://www.academia.edu/Documents/in/Suicidio?f_ri=103781"},{"id":353227,"name":"Prevención","url":"https://www.academia.edu/Documents/in/Prevenci%C3%B3n?f_ri=103781"},{"id":360262,"name":"Parents Attendance, Resources, Involvement and Psychological Engagement","url":"https://www.academia.edu/Documents/in/Parents_Attendance_Resources_Involvement_and_Psychological_Engagement?f_ri=103781"},{"id":410280,"name":"Psicoeducativo","url":"https://www.academia.edu/Documents/in/Psicoeducativo?f_ri=103781"},{"id":1257548,"name":"Padres De Familia","url":"https://www.academia.edu/Documents/in/Padres_De_Familia?f_ri=103781"},{"id":1312052,"name":"Formación De Orientadores","url":"https://www.academia.edu/Documents/in/Formacion_De_Orientadores?f_ri=103781"},{"id":1344338,"name":"Recursos Psicológicos","url":"https://www.academia.edu/Documents/in/Recursos_Psicol%C3%B3gicos?f_ri=103781"},{"id":1344387,"name":"Intento Suicida","url":"https://www.academia.edu/Documents/in/Intento_Suicida?f_ri=103781"},{"id":1357614,"name":"Psychological Resources","url":"https://www.academia.edu/Documents/in/Psychological_Resources?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3792286" data-work_id="3792286" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3792286/How_to_deal_with_Psychosis_Psychoeducation_manual">How to deal with Psychosis? Psychoeducation manual</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Etiology (pages 1-2) Overview of the neurological, genetic, and environmental/stress factors and the importance of their interaction in the illness onset Warning signs (pages 2-5) What are warning signs and the importance of their early... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3792286" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Etiology (pages 1-2) Overview of the neurological, genetic, and environmental/stress factors and the importance of their interaction in the illness onset Warning signs (pages 2-5) What are warning signs and the importance of their early detection for the treatment and prevention of a reoccurring psychotic episode. Along with the list of most common warning signs where patients can mark ones that they've experienced, and add their own warning signs that might not be listed with the purpose of helping them track and detect them in case they occur.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3792286" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="482fd13517374c21e48f6be98d61bc43" rel="nofollow" data-download="{"attachment_id":31452322,"asset_id":3792286,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31452322/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4661672" href="https://shsu.academia.edu/TatjanaDamnjanovic">Tatjana Damnjanovic, Ph.D.</a><script data-card-contents-for-user="4661672" type="text/json">{"id":4661672,"first_name":"Tatjana","last_name":"Damnjanovic, Ph.D.","domain_name":"shsu","page_name":"TatjanaDamnjanovic","display_name":"Tatjana Damnjanovic, Ph.D.","profile_url":"https://shsu.academia.edu/TatjanaDamnjanovic?f_ri=103781","photo":"https://0.academia-photos.com/4661672/1957341/20571289/s65_tatjana.damnjanovic.jpeg"}</script></span></span></li><li class="js-paper-rank-work_3792286 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3792286"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3792286, container: ".js-paper-rank-work_3792286", }); 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$(".js-view-count[data-work-id=3792286]").text(description); $(".js-view-count-work_3792286").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3792286").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3792286"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1312" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychosis">Psychosis</a>, <script data-card-contents-for-ri="1312" type="text/json">{"id":1312,"name":"Psychosis","url":"https://www.academia.edu/Documents/in/Psychosis?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3102" rel="nofollow" href="https://www.academia.edu/Documents/in/Coping_Strategies">Coping Strategies</a>, <script data-card-contents-for-ri="3102" type="text/json">{"id":3102,"name":"Coping Strategies","url":"https://www.academia.edu/Documents/in/Coping_Strategies?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3227" rel="nofollow" href="https://www.academia.edu/Documents/in/Schizophrenia">Schizophrenia</a>, <script data-card-contents-for-ri="3227" type="text/json">{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="55459" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-help">Self-help</a><script data-card-contents-for-ri="55459" type="text/json">{"id":55459,"name":"Self-help","url":"https://www.academia.edu/Documents/in/Self-help?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3792286]'), work: {"id":3792286,"title":"How to deal with Psychosis? Psychoeducation manual","created_at":"2013-06-25T23:04:10.867-07:00","url":"https://www.academia.edu/3792286/How_to_deal_with_Psychosis_Psychoeducation_manual?f_ri=103781","dom_id":"work_3792286","summary":"Etiology (pages 1-2) Overview of the neurological, genetic, and environmental/stress factors and the importance of their interaction in the illness onset Warning signs (pages 2-5) What are warning signs and the importance of their early detection for the treatment and prevention of a reoccurring psychotic episode. Along with the list of most common warning signs where patients can mark ones that they've experienced, and add their own warning signs that might not be listed with the purpose of helping them track and detect them in case they occur.","downloadable_attachments":[{"id":31452322,"asset_id":3792286,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4661672,"first_name":"Tatjana","last_name":"Damnjanovic, Ph.D.","domain_name":"shsu","page_name":"TatjanaDamnjanovic","display_name":"Tatjana Damnjanovic, Ph.D.","profile_url":"https://shsu.academia.edu/TatjanaDamnjanovic?f_ri=103781","photo":"https://0.academia-photos.com/4661672/1957341/20571289/s65_tatjana.damnjanovic.jpeg"}],"research_interests":[{"id":1312,"name":"Psychosis","url":"https://www.academia.edu/Documents/in/Psychosis?f_ri=103781","nofollow":true},{"id":3102,"name":"Coping Strategies","url":"https://www.academia.edu/Documents/in/Coping_Strategies?f_ri=103781","nofollow":true},{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true},{"id":55459,"name":"Self-help","url":"https://www.academia.edu/Documents/in/Self-help?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12239243" data-work_id="12239243" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12239243/WAPR_ATHENS_%CE%95%CE%A0%CE%99%CE%A3%CE%A4%CE%97%CE%9C%CE%9F%CE%9D%CE%99%CE%9A%CE%97_%CE%97%CE%9C%CE%95%CE%A1%CE%99%CE%94%CE%91_9_5_2015">WAPR -ATHENS- ΕΠΙΣΤΗΜΟΝΙΚΗ ΗΜΕΡΙΔΑ 9.5.2015</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12239243" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b61691d81e50acea6b44afbbf0293e52" rel="nofollow" data-download="{"attachment_id":37533907,"asset_id":12239243,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37533907/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3731222" href="https://epipsi.academia.edu/AlexandraPalli">Alexandra Palli</a><script data-card-contents-for-user="3731222" type="text/json">{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12239243 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12239243"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12239243, container: ".js-paper-rank-work_12239243", }); });</script></li><li class="js-percentile-work_12239243 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12239243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12239243"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12239243 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12239243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12239243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12239243]").text(description); $(".js-view-count-work_12239243").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12239243").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12239243"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1312" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychosis">Psychosis</a>, <script data-card-contents-for-ri="1312" type="text/json">{"id":1312,"name":"Psychosis","url":"https://www.academia.edu/Documents/in/Psychosis?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6574" rel="nofollow" href="https://www.academia.edu/Documents/in/Family">Family</a>, <script data-card-contents-for-ri="6574" type="text/json">{"id":6574,"name":"Family","url":"https://www.academia.edu/Documents/in/Family?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="69949" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychosocial_Rehabilitation">Psychosocial Rehabilitation</a>, <script data-card-contents-for-ri="69949" type="text/json">{"id":69949,"name":"Psychosocial Rehabilitation","url":"https://www.academia.edu/Documents/in/Psychosocial_Rehabilitation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12239243]'), work: {"id":12239243,"title":"WAPR -ATHENS- ΕΠΙΣΤΗΜΟΝΙΚΗ ΗΜΕΡΙΔΑ 9.5.2015","created_at":"2015-05-05T02:07:24.230-07:00","url":"https://www.academia.edu/12239243/WAPR_ATHENS_%CE%95%CE%A0%CE%99%CE%A3%CE%A4%CE%97%CE%9C%CE%9F%CE%9D%CE%99%CE%9A%CE%97_%CE%97%CE%9C%CE%95%CE%A1%CE%99%CE%94%CE%91_9_5_2015?f_ri=103781","dom_id":"work_12239243","summary":null,"downloadable_attachments":[{"id":37533907,"asset_id":12239243,"asset_type":"Work","always_allow_download":false},{"id":37533840,"asset_id":12239243,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1312,"name":"Psychosis","url":"https://www.academia.edu/Documents/in/Psychosis?f_ri=103781","nofollow":true},{"id":6574,"name":"Family","url":"https://www.academia.edu/Documents/in/Family?f_ri=103781","nofollow":true},{"id":69949,"name":"Psychosocial Rehabilitation","url":"https://www.academia.edu/Documents/in/Psychosocial_Rehabilitation?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":121291,"name":"Recovery","url":"https://www.academia.edu/Documents/in/Recovery?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9582430 coauthored" data-work_id="9582430" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9582430/How_can_psychologists_use_social_networks_to_reach_community">How can psychologists use social networks to reach community?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The use of social networking and particularly, the use of Facebook, has been increasing in the last years. It has been used for many specific goals, such as educational purposes and also to support communities, increasing the sense of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9582430" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The use of social networking and particularly, the use of Facebook, has been increasing in the last years. It has been used for many specific goals, such as educational purposes and also to support communities, increasing the sense of belonging to a group. This paper aims to reflect on how psychologists can reach community through technology and social platforms. Particularly, we will reflect on the universities’ role, to promote community’s well-being and mental health by psychologists. We will focus on the social Facebook page of a Psychological Counseling Unit, from a Portuguese university that was created with the purpose of sharing posts with tips, strategies, motivational quotes and images that may help to promote wellness, both in academic and local community. We intend to reflect about the act of sharing positive meaningful posts; how it can stimulate the reflection on the individual potential, and have positive impact on users’ daily life, which really is the main goal of Positive Psychology. Attending to that, we believe that psychology services, and particularly universities, have the duty to promote social well-being and to educate communities for the importance of mental health and also to help people change thoughts and behaviors, thus being technology a useful way to do that.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9582430" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eb6fb4ec929c73f6767ac13e868ee455" rel="nofollow" data-download="{"attachment_id":35794695,"asset_id":9582430,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35794695/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5354298" href="https://uma-pt.academia.edu/Servi%C3%A7oPsicologiaUMa">Serviço de Psicologia Universidade da Madeira</a><script data-card-contents-for-user="5354298" type="text/json">{"id":5354298,"first_name":"Serviço de Psicologia","last_name":"Universidade da Madeira","domain_name":"uma-pt","page_name":"ServiçoPsicologiaUMa","display_name":"Serviço de Psicologia Universidade da Madeira","profile_url":"https://uma-pt.academia.edu/Servi%C3%A7oPsicologiaUMa?f_ri=103781","photo":"https://0.academia-photos.com/5354298/2351285/16251537/s65_servi_o_de_psicologia.universidade_da_madeira.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-9582430">+3</span><div class="hidden js-additional-users-9582430"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uma-pt.academia.edu/LSoares">Luísa Soares</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/CoelhoCristina">Cristina Coelho</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uma-pt.academia.edu/CarlaValeLucas">Carla Vale Lucas</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-9582430'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-9582430').html(); 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It has been used for many specific goals, such as educational purposes and also to support communities, increasing the sense of belonging to a group. This paper aims to reflect on how psychologists can reach community through technology and social platforms. Particularly, we will reflect on the universities’ role, to promote community’s well-being and mental health by psychologists. We will focus on the social Facebook page of a Psychological Counseling Unit, from a Portuguese university that was created with the purpose of sharing posts with tips, strategies, motivational quotes and images that may help to promote wellness, both in academic and local community. We intend to reflect about the act of sharing positive meaningful posts; how it can stimulate the reflection on the individual potential, and have positive impact on users’ daily life, which really is the main goal of Positive Psychology. 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Διερευνάται αφενός η επίδρασή της στην οικογένεια και... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31732251" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Η παρούσα μελέτη στοχεύει στην αξιολόγηση μιας ψυχοεκπαιδευτικής παρέμβασης σε ομά-δες συγγενών των οποίων οι ασθενείς πάσχουν από σχιζοφρένεια ή σχιζοσυναισθηματική διαταραχή. Διερευνάται αφενός η επίδρασή της στην οικογένεια και αφετέρου η επίδρασή της στην πορεία της ίδιας της νόσου του ασθενούς. Στη μελέτη συμμετείχαν 131 συγγε-νείς. Οι 83 αποτέλεσαν την ομάδα παρέμβασης και οι 48 την ομάδα ελέγχου. Η ψυχοεκπαιδευτική παρέμβαση περιελάμβανε εκπαίδευση των συγγενών γύρω από τη νόσο, εκπαίδευση σε δεξιότητες επικοινωνίας, εκπαίδευση σε τεχνικές επίλυσης προβλήματος, συνδυάζοντας εκπαιδευτικές και ψυ-χοθεραπευτικές τεχνικές. Κάθε συγγενής της ομάδας παρέμβασης συμμετείχε σε μία από τις πέντε ομάδες συγγενών που πραγματοποιήθηκαν. Η καθεμία ομάδα ολοκληρώθηκε σε 18 συνεδρίες. Οι ασθενείς τους, καθώς και οι συγγενείς και οι ασθενείς της ομάδας ελέγχου δεν έλαβαν καμία ψυ-χοεκπαιδευτική παρέμβαση και συνέχισαν κατά το ερευνητικό διάστημα τη θεραπεία ρουτίνας. Πραγματοποιήθηκαν τρεις μετρήσεις, σε διάστημα ενός έτους. Τα εργαλεία που χρησιμοποιήθηκαν ήταν μεταξύ άλλων η Κλίμακα Οικογενειακής Επιβάρυνσης, η Κλίμακα Οικογενειακών Συνηθειών, το Ερωτηματολόγιο Γενικής υγείας (GHQ-28), η Κλίμακα για την κατάθλιψη (CES-D), το Ερωτηματολόγιο Καταγραφής των Στάσεων (ΟΜΙ), δύο κλίμακες αξιολόγησης των γνώσεων γύρω από την ασθένεια και ερωτηματολόγια προσδοκιών και ανατροφοδότησης από την ομάδα. Επίσης συλλέχθηκαν τα κοι-νωνικοδημογραφικά χαρακτηριστικά των ασθενών και συγγενών και στοιχεία γύρω από την πορεία της ασθένειας. Διερευνήθηκε ο αριθμός των νοσηλειών των ασθενών (n=91) κατά τη διάρκεια του ερευνητικού χρόνου και διαπιστώθηκε ότι υπάρχει αλληλεπίδραση μεταξύ ομάδας και μέτρησης. Βρέθηκε ότι ενώ οι νοσηλείες που είχαν οι ασθενείς των δύο ερευνητικών ομάδων το έτος πριν τη μελέτη δεν διέφεραν σημαντικά (x 2 =0,54, p=0,46), διέφεραν όμως έναν χρόνο μετά την παρέμβαση, όπου οι ασθενείς της ομάδας παρέμβασης είχαν στατιστικά σημαντικά λιγότερες νοσηλείες έναντι</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31732251" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="37d6c6c71e17646ee032d3a1ff507484" rel="nofollow" data-download="{"attachment_id":52042439,"asset_id":31732251,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52042439/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3731222" href="https://epipsi.academia.edu/AlexandraPalli">Alexandra Palli</a><script data-card-contents-for-user="3731222" type="text/json">{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_31732251 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31732251"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31732251, container: ".js-paper-rank-work_31732251", }); 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$(".js-view-count[data-work-id=31732251]").text(description); $(".js-view-count-work_31732251").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31732251").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31732251"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="231" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Therapy">Family Therapy</a>, <script data-card-contents-for-ri="231" type="text/json">{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="233" rel="nofollow" href="https://www.academia.edu/Documents/in/Group_Therapy">Group Therapy</a>, <script data-card-contents-for-ri="233" type="text/json">{"id":233,"name":"Group Therapy","url":"https://www.academia.edu/Documents/in/Group_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3227" rel="nofollow" href="https://www.academia.edu/Documents/in/Schizophrenia">Schizophrenia</a>, <script data-card-contents-for-ri="3227" type="text/json">{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9789" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Caregivers_Carers">Family Caregivers/Carers</a><script data-card-contents-for-ri="9789" type="text/json">{"id":9789,"name":"Family Caregivers/Carers","url":"https://www.academia.edu/Documents/in/Family_Caregivers_Carers?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31732251]'), work: {"id":31732251,"title":"Ομαδική ψυχοεκπαιδευτική παρέμβαση σε συγγενείς ασθενών με σχιζοφρένεια","created_at":"2017-03-06T03:17:44.308-08:00","url":"https://www.academia.edu/31732251/%CE%9F%CE%BC%CE%B1%CE%B4%CE%B9%CE%BA%CE%AE_%CF%88%CF%85%CF%87%CE%BF%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%AE_%CF%80%CE%B1%CF%81%CE%AD%CE%BC%CE%B2%CE%B1%CF%83%CE%B7_%CF%83%CE%B5_%CF%83%CF%85%CE%B3%CE%B3%CE%B5%CE%BD%CE%B5%CE%AF%CF%82_%CE%B1%CF%83%CE%B8%CE%B5%CE%BD%CF%8E%CE%BD_%CE%BC%CE%B5_%CF%83%CF%87%CE%B9%CE%B6%CE%BF%CF%86%CF%81%CE%AD%CE%BD%CE%B5%CE%B9%CE%B1?f_ri=103781","dom_id":"work_31732251","summary":"Η παρούσα μελέτη στοχεύει στην αξιολόγηση μιας ψυχοεκπαιδευτικής παρέμβασης σε ομά-δες συγγενών των οποίων οι ασθενείς πάσχουν από σχιζοφρένεια ή σχιζοσυναισθηματική διαταραχή. Διερευνάται αφενός η επίδρασή της στην οικογένεια και αφετέρου η επίδρασή της στην πορεία της ίδιας της νόσου του ασθενούς. Στη μελέτη συμμετείχαν 131 συγγε-νείς. Οι 83 αποτέλεσαν την ομάδα παρέμβασης και οι 48 την ομάδα ελέγχου. Η ψυχοεκπαιδευτική παρέμβαση περιελάμβανε εκπαίδευση των συγγενών γύρω από τη νόσο, εκπαίδευση σε δεξιότητες επικοινωνίας, εκπαίδευση σε τεχνικές επίλυσης προβλήματος, συνδυάζοντας εκπαιδευτικές και ψυ-χοθεραπευτικές τεχνικές. Κάθε συγγενής της ομάδας παρέμβασης συμμετείχε σε μία από τις πέντε ομάδες συγγενών που πραγματοποιήθηκαν. Η καθεμία ομάδα ολοκληρώθηκε σε 18 συνεδρίες. Οι ασθενείς τους, καθώς και οι συγγενείς και οι ασθενείς της ομάδας ελέγχου δεν έλαβαν καμία ψυ-χοεκπαιδευτική παρέμβαση και συνέχισαν κατά το ερευνητικό διάστημα τη θεραπεία ρουτίνας. Πραγματοποιήθηκαν τρεις μετρήσεις, σε διάστημα ενός έτους. Τα εργαλεία που χρησιμοποιήθηκαν ήταν μεταξύ άλλων η Κλίμακα Οικογενειακής Επιβάρυνσης, η Κλίμακα Οικογενειακών Συνηθειών, το Ερωτηματολόγιο Γενικής υγείας (GHQ-28), η Κλίμακα για την κατάθλιψη (CES-D), το Ερωτηματολόγιο Καταγραφής των Στάσεων (ΟΜΙ), δύο κλίμακες αξιολόγησης των γνώσεων γύρω από την ασθένεια και ερωτηματολόγια προσδοκιών και ανατροφοδότησης από την ομάδα. Επίσης συλλέχθηκαν τα κοι-νωνικοδημογραφικά χαρακτηριστικά των ασθενών και συγγενών και στοιχεία γύρω από την πορεία της ασθένειας. Διερευνήθηκε ο αριθμός των νοσηλειών των ασθενών (n=91) κατά τη διάρκεια του ερευνητικού χρόνου και διαπιστώθηκε ότι υπάρχει αλληλεπίδραση μεταξύ ομάδας και μέτρησης. Βρέθηκε ότι ενώ οι νοσηλείες που είχαν οι ασθενείς των δύο ερευνητικών ομάδων το έτος πριν τη μελέτη δεν διέφεραν σημαντικά (x 2 =0,54, p=0,46), διέφεραν όμως έναν χρόνο μετά την παρέμβαση, όπου οι ασθενείς της ομάδας παρέμβασης είχαν στατιστικά σημαντικά λιγότερες νοσηλείες έναντι","downloadable_attachments":[{"id":52042439,"asset_id":31732251,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true},{"id":233,"name":"Group Therapy","url":"https://www.academia.edu/Documents/in/Group_Therapy?f_ri=103781","nofollow":true},{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true},{"id":9789,"name":"Family Caregivers/Carers","url":"https://www.academia.edu/Documents/in/Family_Caregivers_Carers?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36370911" data-work_id="36370911" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36370911/Psychoeducation_The_way_to_Make_Patients_Manage_their_Illness_and_Fill_their_Future_with_Life">Psychoeducation: The way to Make Patients Manage their Illness and Fill their Future with Life</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Opinion: Thoughts about the evolution of Psychoeducation and Behavioural Family Therapy.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36370911" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f5012223277745387ae637b83d1c13cd" rel="nofollow" data-download="{"attachment_id":56280578,"asset_id":36370911,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56280578/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3731222" href="https://epipsi.academia.edu/AlexandraPalli">Alexandra Palli</a><script data-card-contents-for-user="3731222" type="text/json">{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_36370911 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36370911"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36370911, container: ".js-paper-rank-work_36370911", }); });</script></li><li class="js-percentile-work_36370911 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36370911; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36370911"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36370911 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36370911"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36370911; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36370911]").text(description); $(".js-view-count-work_36370911").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36370911").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36370911"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="231" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Therapy">Family Therapy</a>, <script data-card-contents-for-ri="231" type="text/json">{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3227" rel="nofollow" href="https://www.academia.edu/Documents/in/Schizophrenia">Schizophrenia</a>, <script data-card-contents-for-ri="3227" type="text/json">{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3230" rel="nofollow" href="https://www.academia.edu/Documents/in/Bipolar_Disorder">Bipolar Disorder</a>, <script data-card-contents-for-ri="3230" type="text/json">{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36370911]'), work: {"id":36370911,"title":"Psychoeducation: The way to Make Patients Manage their Illness and Fill their Future with Life","created_at":"2018-04-09T18:20:59.615-07:00","url":"https://www.academia.edu/36370911/Psychoeducation_The_way_to_Make_Patients_Manage_their_Illness_and_Fill_their_Future_with_Life?f_ri=103781","dom_id":"work_36370911","summary":"Opinion: Thoughts about the evolution of Psychoeducation and Behavioural Family Therapy.","downloadable_attachments":[{"id":56280578,"asset_id":36370911,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true},{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true},{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":318059,"name":"Caregivers Burden in Schizophrenia","url":"https://www.academia.edu/Documents/in/Caregivers_Burden_in_Schizophrenia?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34922524" data-work_id="34922524" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34922524/Habit_reversal_training_and_educational_group_treatments_for_children_with_tourette_syndrome_A_preliminary_randomised_controlled_trial">Habit reversal training and educational group treatments for children with tourette syndrome: A preliminary randomised controlled trial</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Quality of life of children with Tourette Syndrome (TS) is impacted greatly by its symptoms and their social consequences. Habit Reversal Training (HRT) is effective but has not, until now, been empirically evaluated in groups. This... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34922524" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Quality of life of children with Tourette Syndrome (TS) is impacted greatly by its symptoms and their social consequences. Habit Reversal Training (HRT) is effective but has not, until now, been empirically evaluated in groups. This randomised controlled trial evaluated feasibility and preliminary efficacy of eight HRT group sessions compared to eight Education group sessions. Thirty-three children aged 9e13 years with TS or Chronic Tic Disorder took part. Outcomes evaluated were tic severity and quality of life (QoL). Tic severity improvements were found in both groups. Motor tic severity (Yale Global Tic Severity Scale) showed greatest improvements in the HRT group. Both groups showed a strong tendency toward improvements in patient reported QoL. In conclusion, group-based treatments for TS are feasible and exposure to other children with tics did not increase tic expression. HRT led to greater reductions in tic severity than Education. Implications, such as cost-effectiveness of treatment delivery, are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34922524" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9a9f9850ff5c27755b50028f5474315e" rel="nofollow" data-download="{"attachment_id":54783800,"asset_id":34922524,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54783800/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25834295" href="https://kingscollegelondon.academia.edu/Ba%C5%9Fak%C4%B0nce">Başak İnce</a><script data-card-contents-for-user="25834295" type="text/json">{"id":25834295,"first_name":"Başak","last_name":"İnce","domain_name":"kingscollegelondon","page_name":"Başakİnce","display_name":"Başak İnce","profile_url":"https://kingscollegelondon.academia.edu/Ba%C5%9Fak%C4%B0nce?f_ri=103781","photo":"https://0.academia-photos.com/25834295/7081258/18079566/s65_ba_ak._nce.jpg"}</script></span></span></li><li class="js-paper-rank-work_34922524 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34922524"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34922524, container: ".js-paper-rank-work_34922524", }); 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$(".js-view-count[data-work-id=34922524]").text(description); $(".js-view-count-work_34922524").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34922524").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34922524"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="23622" rel="nofollow" href="https://www.academia.edu/Documents/in/Tourettes_Syndrome">Tourette's Syndrome</a>, <script data-card-contents-for-ri="23622" type="text/json">{"id":23622,"name":"Tourette's Syndrome","url":"https://www.academia.edu/Documents/in/Tourettes_Syndrome?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262825" rel="nofollow" href="https://www.academia.edu/Documents/in/Tics_and_education">Tics and education</a>, <script data-card-contents-for-ri="262825" type="text/json">{"id":262825,"name":"Tics and education","url":"https://www.academia.edu/Documents/in/Tics_and_education?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1172219" rel="nofollow" href="https://www.academia.edu/Documents/in/Habit_Reversal_Therapy">Habit Reversal Therapy</a><script data-card-contents-for-ri="1172219" type="text/json">{"id":1172219,"name":"Habit Reversal Therapy","url":"https://www.academia.edu/Documents/in/Habit_Reversal_Therapy?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34922524]'), work: {"id":34922524,"title":"Habit reversal training and educational group treatments for children with tourette syndrome: A preliminary randomised controlled trial","created_at":"2017-10-22T05:14:52.522-07:00","url":"https://www.academia.edu/34922524/Habit_reversal_training_and_educational_group_treatments_for_children_with_tourette_syndrome_A_preliminary_randomised_controlled_trial?f_ri=103781","dom_id":"work_34922524","summary":"Quality of life of children with Tourette Syndrome (TS) is impacted greatly by its symptoms and their social consequences. Habit Reversal Training (HRT) is effective but has not, until now, been empirically evaluated in groups. This randomised controlled trial evaluated feasibility and preliminary efficacy of eight HRT group sessions compared to eight Education group sessions. Thirty-three children aged 9e13 years with TS or Chronic Tic Disorder took part. Outcomes evaluated were tic severity and quality of life (QoL). Tic severity improvements were found in both groups. Motor tic severity (Yale Global Tic Severity Scale) showed greatest improvements in the HRT group. Both groups showed a strong tendency toward improvements in patient reported QoL. In conclusion, group-based treatments for TS are feasible and exposure to other children with tics did not increase tic expression. HRT led to greater reductions in tic severity than Education. Implications, such as cost-effectiveness of treatment delivery, are discussed.","downloadable_attachments":[{"id":54783800,"asset_id":34922524,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25834295,"first_name":"Başak","last_name":"İnce","domain_name":"kingscollegelondon","page_name":"Başakİnce","display_name":"Başak İnce","profile_url":"https://kingscollegelondon.academia.edu/Ba%C5%9Fak%C4%B0nce?f_ri=103781","photo":"https://0.academia-photos.com/25834295/7081258/18079566/s65_ba_ak._nce.jpg"}],"research_interests":[{"id":23622,"name":"Tourette's Syndrome","url":"https://www.academia.edu/Documents/in/Tourettes_Syndrome?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":262825,"name":"Tics and education","url":"https://www.academia.edu/Documents/in/Tics_and_education?f_ri=103781","nofollow":true},{"id":1172219,"name":"Habit Reversal Therapy","url":"https://www.academia.edu/Documents/in/Habit_Reversal_Therapy?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8357245" data-work_id="8357245" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8357245/%CE%88%CE%BD%CE%B1%CF%81%CE%BE%CE%B7_%CE%BC%CE%B5%CF%84%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CF%80%CF%81%CE%BF%CE%B3%CF%81%CE%AC%CE%BC%CE%BC%CE%B1%CF%84%CE%BF%CF%82">Έναρξη μετεκπαιδευτικού προγράμματος</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Η ψυχοεκπαίδευση είναι η γλώσσα επικοινωνίας μεταξύ ειδικών, ατόμων που πάσχουν από χρόνιες και σοβαρές ψυχικές διαταραχές και των οικογενειών τους. Μπορείτε να γνωρίσετε την ψυχοθεραπευτική αυτή μέθοδο και να εκπαιδευτείτε σε βάθος, με... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8357245" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Η ψυχοεκπαίδευση είναι η γλώσσα επικοινωνίας μεταξύ ειδικών, ατόμων που πάσχουν από χρόνιες και σοβαρές ψυχικές διαταραχές και των οικογενειών τους. Μπορείτε να γνωρίσετε την ψυχοθεραπευτική αυτή μέθοδο και να εκπαιδευτείτε σε βάθος, με θεωρία, κλινική εφαρμογή και εποπτεία στο διετές πρόγραμμα συμπεριφορικής θεραπείας οικογένειας που ξεκινά για άλλη μια χρονιά στο Ερευνητικό Πανεπιστημιακό Ινστιτούτο Ψυχικής Υγιεινής σε συνεργασία με την Α Ψυχιατρική Κλινική του Πανεπιστημίου Αθηνών -Αιγινήτειο Νοσοκομείο. Υπεύθυνη προγράμματος Μαρίνα Οικονόμου, Αν. καθ. Ψυχιατρικής, Υπεύθυνη κλινικών εποπτειών Αλεξάνδρα Πάλλη, ψυχολόγος PhD-Ψυχοθεραπεύτρια οικογένειας,</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8357245" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a8615a57ddaeba430f95487d8947896" rel="nofollow" data-download="{"attachment_id":34757895,"asset_id":8357245,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34757895/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3731222" href="https://epipsi.academia.edu/AlexandraPalli">Alexandra Palli</a><script data-card-contents-for-user="3731222" type="text/json">{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_8357245 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8357245"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8357245, container: ".js-paper-rank-work_8357245", }); });</script></li><li class="js-percentile-work_8357245 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8357245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8357245"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8357245 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8357245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8357245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8357245]").text(description); $(".js-view-count-work_8357245").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8357245").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8357245"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="231" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Therapy">Family Therapy</a>, <script data-card-contents-for-ri="231" type="text/json">{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8357245]'), work: {"id":8357245,"title":"Έναρξη μετεκπαιδευτικού προγράμματος","created_at":"2014-09-16T18:39:26.707-07:00","url":"https://www.academia.edu/8357245/%CE%88%CE%BD%CE%B1%CF%81%CE%BE%CE%B7_%CE%BC%CE%B5%CF%84%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CF%80%CF%81%CE%BF%CE%B3%CF%81%CE%AC%CE%BC%CE%BC%CE%B1%CF%84%CE%BF%CF%82?f_ri=103781","dom_id":"work_8357245","summary":"Η ψυχοεκπαίδευση είναι η γλώσσα επικοινωνίας μεταξύ ειδικών, ατόμων που πάσχουν από χρόνιες και σοβαρές ψυχικές διαταραχές και των οικογενειών τους. Μπορείτε να γνωρίσετε την ψυχοθεραπευτική αυτή μέθοδο και να εκπαιδευτείτε σε βάθος, με θεωρία, κλινική εφαρμογή και εποπτεία στο διετές πρόγραμμα συμπεριφορικής θεραπείας οικογένειας που ξεκινά για άλλη μια χρονιά στο Ερευνητικό Πανεπιστημιακό Ινστιτούτο Ψυχικής Υγιεινής σε συνεργασία με την Α Ψυχιατρική Κλινική του Πανεπιστημίου Αθηνών -Αιγινήτειο Νοσοκομείο. Υπεύθυνη προγράμματος Μαρίνα Οικονόμου, Αν. καθ. Ψυχιατρικής, Υπεύθυνη κλινικών εποπτειών Αλεξάνδρα Πάλλη, ψυχολόγος PhD-Ψυχοθεραπεύτρια οικογένειας, ","downloadable_attachments":[{"id":34757895,"asset_id":8357245,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68596606" data-work_id="68596606" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68596606/Psychoeducation_The_way_to_Make_Patients_Manage_their_Illness_and_Fill_their_Future_with_Life">Psychoeducation : The way to Make Patients Manage their Illness and Fill their Future with Life</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It is well known that psychoeducation is a therapeutic approach whose origins can be found in the findings of the Expressed Emotion Theory (EE). That theory refers to caregivers’ attitudes towards a person with a mental disorder,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68596606" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It is well known that psychoeducation is a therapeutic approach whose origins can be found in the findings of the Expressed Emotion Theory (EE). That theory refers to caregivers’ attitudes towards a person with a mental disorder, considering negative factors such as criticism, hostility and emotional overinvolvement on the one hand and positive factors such as warmth and positive attitudes on the other as important for patient recovery. If even one single person in a family scores high in the negative factors, the whole family is characterized as a &quot;high EE family&quot; [1]. Findings indicate that communication patterns in those families are usually characterized by more intense and negative verbal exchanges, oppositional or conflictual in nature. Significant is also that interaction patterns in high EE dyads of patient and caregiver are more likely to be rigid. Expressed Emotion is therefore a significant characteristic of the family milieu that has been found to predict sympt...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68596606" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="59e8dfd7771e2b78a523423ec166f297" rel="nofollow" data-download="{"attachment_id":79022053,"asset_id":68596606,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79022053/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3731222" href="https://epipsi.academia.edu/AlexandraPalli">Alexandra Palli</a><script data-card-contents-for-user="3731222" type="text/json">{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_68596606 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68596606"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68596606, container: ".js-paper-rank-work_68596606", }); 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$(".js-view-count[data-work-id=68596606]").text(description); $(".js-view-count-work_68596606").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68596606").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68596606"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="231" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Therapy">Family Therapy</a>, <script data-card-contents-for-ri="231" type="text/json">{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3227" rel="nofollow" href="https://www.academia.edu/Documents/in/Schizophrenia">Schizophrenia</a>, <script data-card-contents-for-ri="3227" type="text/json">{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3230" rel="nofollow" href="https://www.academia.edu/Documents/in/Bipolar_Disorder">Bipolar Disorder</a>, <script data-card-contents-for-ri="3230" type="text/json">{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68596606]'), work: {"id":68596606,"title":"Psychoeducation : The way to Make Patients Manage their Illness and Fill their Future with Life","created_at":"2022-01-18T03:36:04.264-08:00","url":"https://www.academia.edu/68596606/Psychoeducation_The_way_to_Make_Patients_Manage_their_Illness_and_Fill_their_Future_with_Life?f_ri=103781","dom_id":"work_68596606","summary":"It is well known that psychoeducation is a therapeutic approach whose origins can be found in the findings of the Expressed Emotion Theory (EE). That theory refers to caregivers’ attitudes towards a person with a mental disorder, considering negative factors such as criticism, hostility and emotional overinvolvement on the one hand and positive factors such as warmth and positive attitudes on the other as important for patient recovery. If even one single person in a family scores high in the negative factors, the whole family is characterized as a \u0026quot;high EE family\u0026quot; [1]. Findings indicate that communication patterns in those families are usually characterized by more intense and negative verbal exchanges, oppositional or conflictual in nature. Significant is also that interaction patterns in high EE dyads of patient and caregiver are more likely to be rigid. Expressed Emotion is therefore a significant characteristic of the family milieu that has been found to predict sympt...","downloadable_attachments":[{"id":79022053,"asset_id":68596606,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true},{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true},{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":318059,"name":"Caregivers Burden in Schizophrenia","url":"https://www.academia.edu/Documents/in/Caregivers_Burden_in_Schizophrenia?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44344768" data-work_id="44344768" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44344768/T_C_EGE_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_SA%C4%9ELIK_B%C4%B0L%C4%B0MLER%C4%B0_ENST%C4%B0T%C3%9CS%C3%9C_ERKEN_EVRE_KANSER_HASTALARINDA_PS%C4%B0KOE%C4%9E%C4%B0T%C4%B0M%C4%B0N_ANKS%C4%B0YETE_VE_DEPRESYON_%C3%9CZER%C4%B0NDEK%C4%B0_ETK%C4%B0S%C4%B0">T.C. EGE ÜNİVERSİTESİ SAĞLIK BİLİMLERİ ENSTİTÜSÜ ERKEN EVRE KANSER HASTALARINDA PSİKOEĞİTİMİN ANKSİYETE VE DEPRESYON ÜZERİNDEKİ ETKİSİ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This research was conducted to analyze the effect of psycho-education on anxiety and depression level at early stage cancer patients. The research has been conducted between September 2014 – January 2015. The research has been conducted... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44344768" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This research was conducted to analyze the effect of psycho-education on anxiety and depression level at early stage cancer patients. The research has been conducted between September 2014 – January 2015. The research has been conducted on the basis of a semi-experimental experiment-control research. The sample group of the research was composed of 100 patients; 50 individuals in the experimental group, 50 individuals in the control group who has received cancer diagnosis, agreed to participate in the study and at least primary school graduated. Each patient in the experimantal group was interviewed individually and received psycho-education in three steps in different times. The data of the research were gathered by a sociodemographic form which is designed by the researcher using the literature to defined the sociodemographic chractheristics of cancer patients, BECK Anxiety Scale, BECK Depression Scale were used and in the psycho-education process booklet of Life With Cancer was used. The data were evaluated using number percentage distirubution, Chi-square, Mann Whitney U, Wilcoxon and Kruskall Wallis tests. The mean age of the patients in this study is 50.68 ± 11.14, the range of age was 21-65 years, the majority was greduated from primary school, woman, married, housewife and not working. When the experimental group and the control group were compared based on socio-demographic data, significant differences were not  determined. Before psycho-education process experimental group BECK Anxiety Scale pretest score mean is 17,96±8,68, after the process the posttest score mean is 8,58±5,72, BECK Depression Scale pretest mean is 17,86±8,52, posttest score mean is 9,02±5,01.But in control group, BECK Anxiety Scale pretest score mean is 17,32±4,03, the posttest score mean is 16,56±4,81, BECK Depression Scale pretest mean is 18,14±3,27, posttest score mean is 17,34±3,78. The Anxiety (Z=-2,932, p<0,05) and Depression (Z=-3,236, p<0,05) level after psycho-education process has significant difference in experimental group rather than control group. In light of findings obtained, it was concluded that the application of psycho-education in cancer patients has effect which provides significant difference on anxiety and depression levels. Key Words : cancer, depression, anxiety, psycho-education</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44344768" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d65835dbabfeced6c4e20f5b8d851c86" rel="nofollow" data-download="{"attachment_id":64737062,"asset_id":44344768,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64737062/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="175465742" href="https://ege.academia.edu/Eray%C3%9Cn%C3%BCvar">Eray Ünüvar</a><script data-card-contents-for-user="175465742" type="text/json">{"id":175465742,"first_name":"Eray","last_name":"Ünüvar","domain_name":"ege","page_name":"ErayÜnüvar","display_name":"Eray Ünüvar","profile_url":"https://ege.academia.edu/Eray%C3%9Cn%C3%BCvar?f_ri=103781","photo":"https://0.academia-photos.com/175465742/48652605/36868921/s65_eray._n_var.jpg"}</script></span></span></li><li class="js-paper-rank-work_44344768 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44344768"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44344768, container: ".js-paper-rank-work_44344768", }); 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$(".js-view-count[data-work-id=44344768]").text(description); $(".js-view-count-work_44344768").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44344768").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44344768"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="626" rel="nofollow" href="https://www.academia.edu/Documents/in/Oncology">Oncology</a>, <script data-card-contents-for-ri="626" type="text/json">{"id":626,"name":"Oncology","url":"https://www.academia.edu/Documents/in/Oncology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30337" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychooncology">Psychooncology</a>, <script data-card-contents-for-ri="30337" type="text/json">{"id":30337,"name":"Psychooncology","url":"https://www.academia.edu/Documents/in/Psychooncology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="37905" rel="nofollow" href="https://www.academia.edu/Documents/in/Counseling">Counseling</a>, <script data-card-contents-for-ri="37905" type="text/json">{"id":37905,"name":"Counseling","url":"https://www.academia.edu/Documents/in/Counseling?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44344768]'), work: {"id":44344768,"title":"T.C. EGE ÜNİVERSİTESİ SAĞLIK BİLİMLERİ ENSTİTÜSÜ ERKEN EVRE KANSER HASTALARINDA PSİKOEĞİTİMİN ANKSİYETE VE DEPRESYON ÜZERİNDEKİ ETKİSİ","created_at":"2020-10-21T14:57:51.261-07:00","url":"https://www.academia.edu/44344768/T_C_EGE_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_SA%C4%9ELIK_B%C4%B0L%C4%B0MLER%C4%B0_ENST%C4%B0T%C3%9CS%C3%9C_ERKEN_EVRE_KANSER_HASTALARINDA_PS%C4%B0KOE%C4%9E%C4%B0T%C4%B0M%C4%B0N_ANKS%C4%B0YETE_VE_DEPRESYON_%C3%9CZER%C4%B0NDEK%C4%B0_ETK%C4%B0S%C4%B0?f_ri=103781","dom_id":"work_44344768","summary":"This research was conducted to analyze the effect of psycho-education on anxiety and depression level at early stage cancer patients. The research has been conducted between September 2014 – January 2015. The research has been conducted on the basis of a semi-experimental experiment-control research. The sample group of the research was composed of 100 patients; 50 individuals in the experimental group, 50 individuals in the control group who has received cancer diagnosis, agreed to participate in the study and at least primary school graduated. Each patient in the experimantal group was interviewed individually and received psycho-education in three steps in different times. The data of the research were gathered by a sociodemographic form which is designed by the researcher using the literature to defined the sociodemographic chractheristics of cancer patients, BECK Anxiety Scale, BECK Depression Scale were used and in the psycho-education process booklet of Life With Cancer was used. The data were evaluated using number percentage distirubution, Chi-square, Mann Whitney U, Wilcoxon and Kruskall Wallis tests. The mean age of the patients in this study is 50.68 ± 11.14, the range of age was 21-65 years, the majority was greduated from primary school, woman, married, housewife and not working. When the experimental group and the control group were compared based on socio-demographic data, significant differences were not determined. Before psycho-education process experimental group BECK Anxiety Scale pretest score mean is 17,96±8,68, after the process the posttest score mean is 8,58±5,72, BECK Depression Scale pretest mean is 17,86±8,52, posttest score mean is 9,02±5,01.But in control group, BECK Anxiety Scale pretest score mean is 17,32±4,03, the posttest score mean is 16,56±4,81, BECK Depression Scale pretest mean is 18,14±3,27, posttest score mean is 17,34±3,78. The Anxiety (Z=-2,932, p\u003c0,05) and Depression (Z=-3,236, p\u003c0,05) level after psycho-education process has significant difference in experimental group rather than control group. In light of findings obtained, it was concluded that the application of psycho-education in cancer patients has effect which provides significant difference on anxiety and depression levels. Key Words : cancer, depression, anxiety, psycho-education","downloadable_attachments":[{"id":64737062,"asset_id":44344768,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":175465742,"first_name":"Eray","last_name":"Ünüvar","domain_name":"ege","page_name":"ErayÜnüvar","display_name":"Eray Ünüvar","profile_url":"https://ege.academia.edu/Eray%C3%9Cn%C3%BCvar?f_ri=103781","photo":"https://0.academia-photos.com/175465742/48652605/36868921/s65_eray._n_var.jpg"}],"research_interests":[{"id":626,"name":"Oncology","url":"https://www.academia.edu/Documents/in/Oncology?f_ri=103781","nofollow":true},{"id":30337,"name":"Psychooncology","url":"https://www.academia.edu/Documents/in/Psychooncology?f_ri=103781","nofollow":true},{"id":37905,"name":"Counseling","url":"https://www.academia.edu/Documents/in/Counseling?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":671508,"name":"Pschiatry","url":"https://www.academia.edu/Documents/in/Pschiatry?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43613295" data-work_id="43613295" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43613295/S%C3%BCre%C4%9Fen_Hastal%C4%B1%C4%9F%C4%B1_Olan_Aile_%C3%9Cyesine_Bak%C4%B1m_Veren_Bireylere_Y%C3%B6nelik_Psikoe%C4%9Fitsel_Destek_Programlar%C4%B1n%C4%B1n_Meta_Analizi">Süreğen Hastalığı Olan Aile Üyesine Bakım Veren Bireylere Yönelik Psikoeğitsel Destek Programlarının Meta Analizi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study is to understand the effects of psychoeducation programs that took place between years 1990-2019 in Turkey and prepared for caregivers who care for their family members with chronic diseases on caregiver burden,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43613295" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study is to understand the effects of psychoeducation programs that took place between years 1990-2019 in Turkey and prepared for caregivers who care for their family members with chronic diseases on caregiver burden, depression, well-being, expressed emotion, family functionality, state anxiety, and trait anxiety by using meta-analysis method. A literature search has been conducted and 17 research that has at least one of the variables that have been mentioned above and fulfills the defined conditions are selected to be subjects of this meta-analysis. Data analysis of the research has been made by using the JASP 0.12.2.0 program. In order to ensure the reliability of the research, a publication bias test has been conducted and bias has been detected only on the depression variable. The results of this study are psychoeducation programs prepared for caregivers who care for their family members with chronic diseases have very wide effects on caregiver burden and well-being, wide effects on expressed emotion, medium effects on family functionalities which are behavior control, due consideration, emotional reactivity, communication, and problem-solving, negligible effects on state anxiety, lastly, negative effects on trait anxiety, depression, family functionalities which are family roles and general functions.<br /> <br />The results contribute to the field of family counseling by showing the effect of psychoeducation in living with chronic illness, one of the important issues in family counseling, the effects of the disease on the family, and coping with the disease process.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43613295" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cddb547e71ebe7ce3a398486cb3d126c" rel="nofollow" data-download="{"attachment_id":63916185,"asset_id":43613295,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63916185/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26572760" href="https://gidatarim.academia.edu/Ay%C3%A7aIlgaz">Ayça Ilgaz</a><script data-card-contents-for-user="26572760" type="text/json">{"id":26572760,"first_name":"Ayça","last_name":"Ilgaz","domain_name":"gidatarim","page_name":"AyçaIlgaz","display_name":"Ayça Ilgaz","profile_url":"https://gidatarim.academia.edu/Ay%C3%A7aIlgaz?f_ri=103781","photo":"https://0.academia-photos.com/26572760/7394293/17261937/s65_ay_a.ilgaz.jpg"}</script></span></span></li><li class="js-paper-rank-work_43613295 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43613295"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43613295, container: ".js-paper-rank-work_43613295", }); 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$(".js-view-count[data-work-id=43613295]").text(description); $(".js-view-count-work_43613295").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43613295").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43613295"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9789" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Caregivers_Carers">Family Caregivers/Carers</a>, <script data-card-contents-for-ri="9789" type="text/json">{"id":9789,"name":"Family Caregivers/Carers","url":"https://www.academia.edu/Documents/in/Family_Caregivers_Carers?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42002" rel="nofollow" href="https://www.academia.edu/Documents/in/Meta-Analysis">Meta-Analysis</a>, <script data-card-contents-for-ri="42002" type="text/json">{"id":42002,"name":"Meta-Analysis","url":"https://www.academia.edu/Documents/in/Meta-Analysis?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82285" rel="nofollow" href="https://www.academia.edu/Documents/in/Caregiving">Caregiving</a>, <script data-card-contents-for-ri="82285" type="text/json">{"id":82285,"name":"Caregiving","url":"https://www.academia.edu/Documents/in/Caregiving?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="97269" rel="nofollow" href="https://www.academia.edu/Documents/in/Chronic_Disease">Chronic Disease</a><script data-card-contents-for-ri="97269" type="text/json">{"id":97269,"name":"Chronic Disease","url":"https://www.academia.edu/Documents/in/Chronic_Disease?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43613295]'), work: {"id":43613295,"title":"Süreğen Hastalığı Olan Aile Üyesine Bakım Veren Bireylere Yönelik Psikoeğitsel Destek Programlarının Meta Analizi","created_at":"2020-07-14T03:33:35.119-07:00","url":"https://www.academia.edu/43613295/S%C3%BCre%C4%9Fen_Hastal%C4%B1%C4%9F%C4%B1_Olan_Aile_%C3%9Cyesine_Bak%C4%B1m_Veren_Bireylere_Y%C3%B6nelik_Psikoe%C4%9Fitsel_Destek_Programlar%C4%B1n%C4%B1n_Meta_Analizi?f_ri=103781","dom_id":"work_43613295","summary":"The purpose of this study is to understand the effects of psychoeducation programs that took place between years 1990-2019 in Turkey and prepared for caregivers who care for their family members with chronic diseases on caregiver burden, depression, well-being, expressed emotion, family functionality, state anxiety, and trait anxiety by using meta-analysis method. A literature search has been conducted and 17 research that has at least one of the variables that have been mentioned above and fulfills the defined conditions are selected to be subjects of this meta-analysis. Data analysis of the research has been made by using the JASP 0.12.2.0 program. In order to ensure the reliability of the research, a publication bias test has been conducted and bias has been detected only on the depression variable. The results of this study are psychoeducation programs prepared for caregivers who care for their family members with chronic diseases have very wide effects on caregiver burden and well-being, wide effects on expressed emotion, medium effects on family functionalities which are behavior control, due consideration, emotional reactivity, communication, and problem-solving, negligible effects on state anxiety, lastly, negative effects on trait anxiety, depression, family functionalities which are family roles and general functions.\n \nThe results contribute to the field of family counseling by showing the effect of psychoeducation in living with chronic illness, one of the important issues in family counseling, the effects of the disease on the family, and coping with the disease process.","downloadable_attachments":[{"id":63916185,"asset_id":43613295,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26572760,"first_name":"Ayça","last_name":"Ilgaz","domain_name":"gidatarim","page_name":"AyçaIlgaz","display_name":"Ayça Ilgaz","profile_url":"https://gidatarim.academia.edu/Ay%C3%A7aIlgaz?f_ri=103781","photo":"https://0.academia-photos.com/26572760/7394293/17261937/s65_ay_a.ilgaz.jpg"}],"research_interests":[{"id":9789,"name":"Family Caregivers/Carers","url":"https://www.academia.edu/Documents/in/Family_Caregivers_Carers?f_ri=103781","nofollow":true},{"id":42002,"name":"Meta-Analysis","url":"https://www.academia.edu/Documents/in/Meta-Analysis?f_ri=103781","nofollow":true},{"id":82285,"name":"Caregiving","url":"https://www.academia.edu/Documents/in/Caregiving?f_ri=103781","nofollow":true},{"id":97269,"name":"Chronic Disease","url":"https://www.academia.edu/Documents/in/Chronic_Disease?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36220098" data-work_id="36220098" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36220098/Psycho_Education_Program_for_Prevention_of_Test_Anxiety_on_8th_Grade_Students">Psycho Education Program for Prevention of Test Anxiety on 8th Grade Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study aims to investigate the effect of psycho-education program on reducing the test anxiety and personal indecisiveness. The study was carried out with a group of ten 8th class volunteer students whose test anxiety scores were... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36220098" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study aims to investigate the effect of psycho-education program on reducing the test anxiety and personal indecisiveness. The study was carried out with a group of ten 8th class volunteer students whose test anxiety scores were high. The test anxiety which is one of the study’s variables was tested with Test Anxiety Inventory (TAI) that is adapted to Turkish by Öner (1990). Besides, Personal Indecisiveness Scale (PIS) that was developed by Bacanlı (2000) was applied. The Psyco-education Program to the group was applied in 7 sessions. The study is semi-experimental and depended on pre-test, last-test model. Wilcoxon’s signed rank test was used to analyze data and . 05 significancy level was used as criteria in interpreting results. As a result, it was observed that psycho-education program to 8th class students is effective on reducing: the test anxiety scores of students; personal indecisiveness; (implicitly) social anxiety and increasing self-reliance.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36220098" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="75e4037520574466fc0bc3daf0c3b21f" rel="nofollow" data-download="{"attachment_id":56122864,"asset_id":36220098,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56122864/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="79094745" href="https://reading.academia.edu/MehmetKaya">Siyabend Kaya</a><script data-card-contents-for-user="79094745" type="text/json">{"id":79094745,"first_name":"Siyabend","last_name":"Kaya","domain_name":"reading","page_name":"MehmetKaya","display_name":"Siyabend Kaya","profile_url":"https://reading.academia.edu/MehmetKaya?f_ri=103781","photo":"https://0.academia-photos.com/79094745/19335922/19256710/s65_mehmet.kaya.jpg"}</script></span></span></li><li class="js-paper-rank-work_36220098 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36220098"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36220098, container: ".js-paper-rank-work_36220098", }); 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$(".js-view-count[data-work-id=36220098]").text(description); $(".js-view-count-work_36220098").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36220098").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36220098"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="75167" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Psychology_and_Counseling">Educational Psychology and Counseling</a>, <script data-card-contents-for-ri="75167" type="text/json">{"id":75167,"name":"Educational Psychology and Counseling","url":"https://www.academia.edu/Documents/in/Educational_Psychology_and_Counseling?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="93507" rel="nofollow" href="https://www.academia.edu/Documents/in/Test_anxiety">Test anxiety</a>, <script data-card-contents-for-ri="93507" type="text/json">{"id":93507,"name":"Test anxiety","url":"https://www.academia.edu/Documents/in/Test_anxiety?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36220098]'), work: {"id":36220098,"title":"Psycho Education Program for Prevention of Test Anxiety on 8th Grade Students","created_at":"2018-03-21T09:14:58.111-07:00","url":"https://www.academia.edu/36220098/Psycho_Education_Program_for_Prevention_of_Test_Anxiety_on_8th_Grade_Students?f_ri=103781","dom_id":"work_36220098","summary":"This study aims to investigate the effect of psycho-education program on reducing the test anxiety and personal indecisiveness. The study was carried out with a group of ten 8th class volunteer students whose test anxiety scores were high. The test anxiety which is one of the study’s variables was tested with Test Anxiety Inventory (TAI) that is adapted to Turkish by Öner (1990). Besides, Personal Indecisiveness Scale (PIS) that was developed by Bacanlı (2000) was applied. The Psyco-education Program to the group was applied in 7 sessions. The study is semi-experimental and depended on pre-test, last-test model. Wilcoxon’s signed rank test was used to analyze data and . 05 significancy level was used as criteria in interpreting results. As a result, it was observed that psycho-education program to 8th class students is effective on reducing: the test anxiety scores of students; personal indecisiveness; (implicitly) social anxiety and increasing self-reliance.","downloadable_attachments":[{"id":56122864,"asset_id":36220098,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":79094745,"first_name":"Siyabend","last_name":"Kaya","domain_name":"reading","page_name":"MehmetKaya","display_name":"Siyabend Kaya","profile_url":"https://reading.academia.edu/MehmetKaya?f_ri=103781","photo":"https://0.academia-photos.com/79094745/19335922/19256710/s65_mehmet.kaya.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true},{"id":75167,"name":"Educational Psychology and Counseling","url":"https://www.academia.edu/Documents/in/Educational_Psychology_and_Counseling?f_ri=103781","nofollow":true},{"id":93507,"name":"Test anxiety","url":"https://www.academia.edu/Documents/in/Test_anxiety?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":446438,"name":"Sınav Kaygısı","url":"https://www.academia.edu/Documents/in/Sinav_Kaygisi?f_ri=103781"},{"id":1379906,"name":"Psikoeğitim","url":"https://www.academia.edu/Documents/in/Psikoegitim?f_ri=103781"},{"id":1442323,"name":"Eğitim Psikolojisi","url":"https://www.academia.edu/Documents/in/Egitim_Psikolojisi?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31617846 coauthored" data-work_id="31617846" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31617846/Programas_de_intervenci%C3%B3n_para_la_prevenci%C3%B3n_del_suicidio_en_adolescentes_un_an%C3%A1lisis_de_revisiones_sistem%C3%A1ticas">Programas de intervención para la prevención del suicidio en adolescentes: un análisis de revisiones sistemáticas</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Gil Díaz, M. E. y Rivera-Heredia, M. E. (2016 ). Programas de intervención para la prevención del suicidio en adolescentes: un análisis de revisiones sistemáticas, en: María de Lourdes Vargas Garduño, María Inés Gómez del Campo del Paso y... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31617846" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Gil Díaz, M. E. y Rivera-Heredia, M. E. (2016 ). Programas de intervención para la prevención del suicidio en adolescentes: un análisis de revisiones sistemáticas, en: María de Lourdes Vargas Garduño, María Inés Gómez del Campo del Paso y Alethia Danae Vargas Silva (coordinadoras). Escenarios contemporáneos de la Psicología. Controversias y desafíos (pp. 366-375). Morelia: Universidad Michoacana de San Nicolás de Hidalgo. ISBN: 9786077506201</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31617846" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a45d71794d5e943fce757e2c1f0947cd" rel="nofollow" data-download="{"attachment_id":51944767,"asset_id":31617846,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51944767/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10638145" href="https://umich-mx.academia.edu/MariaElenaRiveraHeredia">Maria Elena Rivera Heredia</a><script data-card-contents-for-user="10638145" type="text/json">{"id":10638145,"first_name":"Maria Elena","last_name":"Rivera Heredia","domain_name":"umich-mx","page_name":"MariaElenaRiveraHeredia","display_name":"Maria Elena Rivera Heredia","profile_url":"https://umich-mx.academia.edu/MariaElenaRiveraHeredia?f_ri=103781","photo":"https://0.academia-photos.com/10638145/3225363/35227638/s65_maria_elena.rivera_heredia.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-31617846">+1</span><div class="hidden js-additional-users-31617846"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://umich-mx.academia.edu/MoreliaGil">Morelia Gil</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-31617846'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-31617846').html(); 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The disorder is also investigated from a cognitive, a behavioral and a biological point o view. The case of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31433864" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The current case study investigates Borderline Personality Disorder (BPD) through the prism of Cognitive Behavioral Therapy (CBT). The disorder is also investigated from a cognitive, a behavioral and a biological point o view. The case of Jackson helps someone understand how cognitive impairments in BPD affect a person's mental health and quality of life and how CBT could help such conditions by psychoeducating the individual. Literature underlines the importance of maladaptive core beliefs in the onset of BPD but also in its maintenance and the significance of cognitive reconstruction in the treatment of the disorder.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31433864" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9c2fe948dfafa68443775ed3fa519292" rel="nofollow" data-download="{"attachment_id":51796324,"asset_id":31433864,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51796324/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="60107530" href="https://independent.academia.edu/%CE%91%CE%BB%CE%AF%CE%B1%CE%9D%CE%B1%CF%84">Αλία Νατ</a><script data-card-contents-for-user="60107530" type="text/json">{"id":60107530,"first_name":"Αλία","last_name":"Νατ","domain_name":"independent","page_name":"ΑλίαΝατ","display_name":"Αλία Νατ","profile_url":"https://independent.academia.edu/%CE%91%CE%BB%CE%AF%CE%B1%CE%9D%CE%B1%CF%84?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_31433864 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31433864"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31433864, container: ".js-paper-rank-work_31433864", }); 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$(".js-view-count[data-work-id=31433864]").text(description); $(".js-view-count-work_31433864").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31433864").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31433864"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="230" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Behavioral_Therapy">Cognitive Behavioral Therapy</a>, <script data-card-contents-for-ri="230" type="text/json">{"id":230,"name":"Cognitive Behavioral Therapy","url":"https://www.academia.edu/Documents/in/Cognitive_Behavioral_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7535" rel="nofollow" href="https://www.academia.edu/Documents/in/Borderline_Personality_Disorder">Borderline Personality Disorder</a>, <script data-card-contents-for-ri="7535" type="text/json">{"id":7535,"name":"Borderline Personality Disorder","url":"https://www.academia.edu/Documents/in/Borderline_Personality_Disorder?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31433864]'), work: {"id":31433864,"title":"Psychoeducation on Borderliine Personality Disorder-Natalia Nikolopoulou","created_at":"2017-02-14T13:57:55.624-08:00","url":"https://www.academia.edu/31433864/Psychoeducation_on_Borderliine_Personality_Disorder_Natalia_Nikolopoulou?f_ri=103781","dom_id":"work_31433864","summary":"The current case study investigates Borderline Personality Disorder (BPD) through the prism of Cognitive Behavioral Therapy (CBT). The disorder is also investigated from a cognitive, a behavioral and a biological point o view. The case of Jackson helps someone understand how cognitive impairments in BPD affect a person's mental health and quality of life and how CBT could help such conditions by psychoeducating the individual. Literature underlines the importance of maladaptive core beliefs in the onset of BPD but also in its maintenance and the significance of cognitive reconstruction in the treatment of the disorder.","downloadable_attachments":[{"id":51796324,"asset_id":31433864,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":60107530,"first_name":"Αλία","last_name":"Νατ","domain_name":"independent","page_name":"ΑλίαΝατ","display_name":"Αλία Νατ","profile_url":"https://independent.academia.edu/%CE%91%CE%BB%CE%AF%CE%B1%CE%9D%CE%B1%CF%84?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":230,"name":"Cognitive Behavioral Therapy","url":"https://www.academia.edu/Documents/in/Cognitive_Behavioral_Therapy?f_ri=103781","nofollow":true},{"id":7535,"name":"Borderline Personality Disorder","url":"https://www.academia.edu/Documents/in/Borderline_Personality_Disorder?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28088034" data-work_id="28088034" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28088034/%CE%91%CE%BD%CE%B1%CE%BA%CE%BF%CE%AF%CE%BD%CF%89%CF%83%CE%B7_%CE%BC%CE%B5%CF%84%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CF%88%CF%85%CF%87%CE%BF%CE%B5%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7%CF%82_2016_2018_docx">Ανακοίνωση μετεκπαιδευτικού ψυχοεκπαίδευσης 2016-2018.docx</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">New postgraduate programme 2016-2018</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28088034" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a2c60301384ebcbf0ad102e8c73ea2a8" rel="nofollow" data-download="{"attachment_id":48404032,"asset_id":28088034,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48404032/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3731222" href="https://epipsi.academia.edu/AlexandraPalli">Alexandra Palli</a><script data-card-contents-for-user="3731222" type="text/json">{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_28088034 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28088034"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28088034, container: ".js-paper-rank-work_28088034", }); 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Çalışmada psikoeğitim girişimlerini belirlemek... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14609565" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu çalışma bipolar bozukluğu olan hastalarda relapsları önlemek için uygulanan psikoeğitim girişimlerini ve bu girişimlerin etkilerini belirlemek amacıyla yapılmış bir sistematik derlemedir. Çalışmada psikoeğitim girişimlerini belirlemek için ulusal ve uluslararası veritabanları taranmış ve dahil etme ve dışlama ölçütlerine uyan toplam yedi makale değerlendirmeye alınmıştır. İncelenen makalelerde, psikoeğitimin relaps sıklığı, hastaneye yatış sıklığı, hasta olarak geçirilen zaman, serum lityum düzeyleri ve sosyal işlevsellik üzerine etkisi değerlendirilmiştir. Çalışmalardan elde edilen bulgular incelendiğinde, psikoeğitimin relaps ve hastaneye yatış sıklığını, hasta olarak geçirilen süreyi azalttığı saptanmıştır. Bununla birlikte uygulanan psikoeğitimin, hastaların serum lityum düzeylerinin koruyucu düzeyde kalmasına etki ettiği ve hastaların sosyal işlevselliğini de olumlu yönde etkilediği görülmüştür. Sonuç olarak, değerlendirmeye alınan tüm çalışmalarda bipolar bozukluk hastalarına yönelik relapsları önleme amacıyla uygulanan psikoeğitim programlarının olumlu sonuçları olduğu görülmektedir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14609565" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08b91f86116bbd49d18d67f12f70a685" rel="nofollow" data-download="{"attachment_id":38367111,"asset_id":14609565,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38367111/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="467399" href="https://akdeniz.academia.edu/G%C3%BCl%C5%9FahG%C3%B6ral">Gülşah Göral Acar</a><script data-card-contents-for-user="467399" type="text/json">{"id":467399,"first_name":"Gülşah","last_name":"Göral Acar","domain_name":"akdeniz","page_name":"GülşahGöral","display_name":"Gülşah Göral Acar","profile_url":"https://akdeniz.academia.edu/G%C3%BCl%C5%9FahG%C3%B6ral?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_14609565 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14609565"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14609565, container: ".js-paper-rank-work_14609565", }); 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$(".js-view-count[data-work-id=14609565]").text(description); $(".js-view-count-work_14609565").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14609565").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14609565"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3230" rel="nofollow" href="https://www.academia.edu/Documents/in/Bipolar_Disorder">Bipolar Disorder</a>, <script data-card-contents-for-ri="3230" type="text/json">{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="399105" rel="nofollow" href="https://www.academia.edu/Documents/in/Relapse_prevention">Relapse prevention</a><script data-card-contents-for-ri="399105" type="text/json">{"id":399105,"name":"Relapse prevention","url":"https://www.academia.edu/Documents/in/Relapse_prevention?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14609565]'), work: {"id":14609565,"title":"Bipolar Bozuklukta Psikoeğitimin Relapslara Etkisi: Sistematik Bir Derleme / Effect of Psychoeducation on Relapses in Bipolar Disorder: A Systematic Review","created_at":"2015-08-03T04:10:12.075-07:00","url":"https://www.academia.edu/14609565/Bipolar_Bozuklukta_Psikoe%C4%9Fitimin_Relapslara_Etkisi_Sistematik_Bir_Derleme_Effect_of_Psychoeducation_on_Relapses_in_Bipolar_Disorder_A_Systematic_Review?f_ri=103781","dom_id":"work_14609565","summary":"Bu çalışma bipolar bozukluğu olan hastalarda relapsları önlemek için uygulanan psikoeğitim girişimlerini ve bu girişimlerin etkilerini belirlemek amacıyla yapılmış bir sistematik derlemedir. Çalışmada psikoeğitim girişimlerini belirlemek için ulusal ve uluslararası veritabanları taranmış ve dahil etme ve dışlama ölçütlerine uyan toplam yedi makale değerlendirmeye alınmıştır. İncelenen makalelerde, psikoeğitimin relaps sıklığı, hastaneye yatış sıklığı, hasta olarak geçirilen zaman, serum lityum düzeyleri ve sosyal işlevsellik üzerine etkisi değerlendirilmiştir. Çalışmalardan elde edilen bulgular incelendiğinde, psikoeğitimin relaps ve hastaneye yatış sıklığını, hasta olarak geçirilen süreyi azalttığı saptanmıştır. Bununla birlikte uygulanan psikoeğitimin, hastaların serum lityum düzeylerinin koruyucu düzeyde kalmasına etki ettiği ve hastaların sosyal işlevselliğini de olumlu yönde etkilediği görülmüştür. Sonuç olarak, değerlendirmeye alınan tüm çalışmalarda bipolar bozukluk hastalarına yönelik relapsları önleme amacıyla uygulanan psikoeğitim programlarının olumlu sonuçları olduğu görülmektedir.","downloadable_attachments":[{"id":38367111,"asset_id":14609565,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":467399,"first_name":"Gülşah","last_name":"Göral Acar","domain_name":"akdeniz","page_name":"GülşahGöral","display_name":"Gülşah Göral Acar","profile_url":"https://akdeniz.academia.edu/G%C3%BCl%C5%9FahG%C3%B6ral?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":399105,"name":"Relapse prevention","url":"https://www.academia.edu/Documents/in/Relapse_prevention?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62509429 coauthored" data-work_id="62509429" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62509429/Research_Proposal_Qualitative_investigation_into_Internet_based_Interventions_for_Professional_Dementia_Caregivers_Wellbeing">Research Proposal: Qualitative investigation into Internet-based Interventions for Professional Dementia Caregivers' Wellbeing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper proposes a qualitative investigation into internet-based intervention for the wellbeing of professional dementia caregivers. Dementia care is associated with care burden leading to negative psychological consequences, such as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62509429" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper proposes a qualitative investigation into internet-based intervention for the wellbeing of professional dementia caregivers. Dementia care is associated with care burden leading to negative psychological consequences, such as stress, anxiety, and depression. The coronavirus disease (COVID-19) has made access to the traditional face-to-face therapy challenging for dementia caregivers. Accordingly, some dementia caregivers have started to use therapy via information and communication technologies (ICTs) including internet-based interventions. The interventions offered in this medium include cognitive behavioural therapy (CBT) and psychoeducation. To date, research has only examined the effects of these ICTs interventions among informal/family dementia caregivers, suggesting a need to examine the effects on professional dementia caregivers. In order to capture their first-hand experience receiving ICTs interventions on wellbeing, a qualitative research, using thematic analysis on semi-structured interview is proposed. Interviews will focus on the strengths and weaknesses of ICTs interventions on their mental wellbeing and care burden. Findings can inform the utility of these interventions for professional dementia caregivers in COVID-19 to help protect them from severe mental distress such as burnout supporting long-lasting care for their patients/clients.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62509429" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="282d581fb4c34c7ded8b6772a1f5db09" rel="nofollow" data-download="{"attachment_id":75246541,"asset_id":62509429,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75246541/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="97307179" href="https://independent.academia.edu/MAledeh">Muhammad Aledeh</a><script data-card-contents-for-user="97307179" type="text/json">{"id":97307179,"first_name":"Muhammad","last_name":"Aledeh","domain_name":"independent","page_name":"MAledeh","display_name":"Muhammad Aledeh","profile_url":"https://independent.academia.edu/MAledeh?f_ri=103781","photo":"https://0.academia-photos.com/97307179/31213760/161074169/s65_muhammad.aledeh.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-62509429">+1</span><div class="hidden js-additional-users-62509429"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://derby.academia.edu/YasuhiroKotera">Yasuhiro Kotera</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-62509429'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-62509429').html(); 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Dementia care is associated with care burden leading to negative psychological consequences, such as stress, anxiety, and depression. The coronavirus disease (COVID-19) has made access to the traditional face-to-face therapy challenging for dementia caregivers. Accordingly, some dementia caregivers have started to use therapy via information and communication technologies (ICTs) including internet-based interventions. The interventions offered in this medium include cognitive behavioural therapy (CBT) and psychoeducation. To date, research has only examined the effects of these ICTs interventions among informal/family dementia caregivers, suggesting a need to examine the effects on professional dementia caregivers. In order to capture their first-hand experience receiving ICTs interventions on wellbeing, a qualitative research, using thematic analysis on semi-structured interview is proposed. Interviews will focus on the strengths and weaknesses of ICTs interventions on their mental wellbeing and care burden. Findings can inform the utility of these interventions for professional dementia caregivers in COVID-19 to help protect them from severe mental distress such as burnout supporting long-lasting care for their patients/clients.","downloadable_attachments":[{"id":75246541,"asset_id":62509429,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":97307179,"first_name":"Muhammad","last_name":"Aledeh","domain_name":"independent","page_name":"MAledeh","display_name":"Muhammad Aledeh","profile_url":"https://independent.academia.edu/MAledeh?f_ri=103781","photo":"https://0.academia-photos.com/97307179/31213760/161074169/s65_muhammad.aledeh.jpg"},{"id":34135305,"first_name":"Yasuhiro","last_name":"Kotera","domain_name":"derby","page_name":"YasuhiroKotera","display_name":"Yasuhiro Kotera","profile_url":"https://derby.academia.edu/YasuhiroKotera?f_ri=103781","photo":"https://0.academia-photos.com/34135305/10206205/11389688/s65_yasuhiro.kotera.jpg"}],"research_interests":[{"id":19870,"name":"Research","url":"https://www.academia.edu/Documents/in/Research?f_ri=103781","nofollow":true},{"id":54683,"name":"Dementia Care","url":"https://www.academia.edu/Documents/in/Dementia_Care?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":361229,"name":"Alzheimer Dementia","url":"https://www.academia.edu/Documents/in/Alzheimer_Dementia?f_ri=103781","nofollow":true},{"id":3500819,"name":"Internet based interventions","url":"https://www.academia.edu/Documents/in/Internet_based_interventions?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77617629" data-work_id="77617629" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77617629/Research_Proposal_Qualitative_investigation_into_Internet_based_Interventions_for_Professional_Dementia_Caregivers_Wellbeing">Research Proposal: Qualitative investigation into Internet-based Interventions for Professional Dementia Caregivers' Wellbeing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper proposes a qualitative investigation into internet-based intervention for the wellbeing of professional dementia caregivers. Dementia care is associated with care burden leading to negative psychological consequences, such as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77617629" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper proposes a qualitative investigation into internet-based intervention for the wellbeing of professional dementia caregivers. Dementia care is associated with care burden leading to negative psychological consequences, such as stress, anxiety, and depression. The coronavirus disease (COVID-19) has made access to the traditional face-to-face therapy challenging for dementia caregivers. Accordingly, some dementia caregivers have started to use therapy via information and communication technologies (ICTs) including internet-based interventions. The interventions offered in this medium include cognitive behavioural therapy (CBT) and psychoeducation. To date, research has only examined the effects of these ICTs interventions among informal/family dementia caregivers, suggesting a need to examine the effects on professional dementia caregivers. In order to capture their first-hand experience receiving ICTs interventions on wellbeing, a qualitative research, using thematic analys...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77617629" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="40d684fe4985a7d3623585225aa79293" rel="nofollow" data-download="{"attachment_id":84938469,"asset_id":77617629,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84938469/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="97307179" href="https://independent.academia.edu/MAledeh">Muhammad Aledeh</a><script data-card-contents-for-user="97307179" type="text/json">{"id":97307179,"first_name":"Muhammad","last_name":"Aledeh","domain_name":"independent","page_name":"MAledeh","display_name":"Muhammad Aledeh","profile_url":"https://independent.academia.edu/MAledeh?f_ri=103781","photo":"https://0.academia-photos.com/97307179/31213760/161074169/s65_muhammad.aledeh.jpg"}</script></span></span></li><li class="js-paper-rank-work_77617629 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77617629"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77617629, container: ".js-paper-rank-work_77617629", }); 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Dementia care is associated with care burden leading to negative psychological consequences, such as stress, anxiety, and depression. The coronavirus disease (COVID-19) has made access to the traditional face-to-face therapy challenging for dementia caregivers. Accordingly, some dementia caregivers have started to use therapy via information and communication technologies (ICTs) including internet-based interventions. The interventions offered in this medium include cognitive behavioural therapy (CBT) and psychoeducation. To date, research has only examined the effects of these ICTs interventions among informal/family dementia caregivers, suggesting a need to examine the effects on professional dementia caregivers. In order to capture their first-hand experience receiving ICTs interventions on wellbeing, a qualitative research, using thematic analys...","downloadable_attachments":[{"id":84938469,"asset_id":77617629,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":97307179,"first_name":"Muhammad","last_name":"Aledeh","domain_name":"independent","page_name":"MAledeh","display_name":"Muhammad Aledeh","profile_url":"https://independent.academia.edu/MAledeh?f_ri=103781","photo":"https://0.academia-photos.com/97307179/31213760/161074169/s65_muhammad.aledeh.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=103781","nofollow":true},{"id":586,"name":"Health Sciences","url":"https://www.academia.edu/Documents/in/Health_Sciences?f_ri=103781","nofollow":true},{"id":3662,"name":"Dementia","url":"https://www.academia.edu/Documents/in/Dementia?f_ri=103781","nofollow":true},{"id":16288,"name":"Public Health","url":"https://www.academia.edu/Documents/in/Public_Health?f_ri=103781","nofollow":true},{"id":19870,"name":"Research","url":"https://www.academia.edu/Documents/in/Research?f_ri=103781"},{"id":54683,"name":"Dementia Care","url":"https://www.academia.edu/Documents/in/Dementia_Care?f_ri=103781"},{"id":57294,"name":"Nursing Research","url":"https://www.academia.edu/Documents/in/Nursing_Research?f_ri=103781"},{"id":94901,"name":"Health and Social Care","url":"https://www.academia.edu/Documents/in/Health_and_Social_Care?f_ri=103781"},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":361229,"name":"Alzheimer Dementia","url":"https://www.academia.edu/Documents/in/Alzheimer_Dementia?f_ri=103781"},{"id":610726,"name":"Concurrent Disorders","url":"https://www.academia.edu/Documents/in/Concurrent_Disorders?f_ri=103781"},{"id":3500819,"name":"Internet based interventions","url":"https://www.academia.edu/Documents/in/Internet_based_interventions?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35846962" data-work_id="35846962" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35846962/A_PILOT_FIELD_TRIAL_EVALUATING_THE_EFFECTIVENESS_OF_PSYCHOEDUCATION_MATERIALS_AND_A_BRIEF_SLEEP_MEDIA_MULTITASKING_AND_MINDFULNESS_MEDITATION">A PILOT FIELD TRIAL: EVALUATING THE EFFECTIVENESS OF PSYCHOEDUCATION MATERIALS AND A BRIEF SLEEP, MEDIA-MULTITASKING AND MINDFULNESS MEDITATION</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Psychoeducational materials were compiled targeting health behaviours (sleep, media-multitasking, mindfulness) in undergraduate students. 67 students were recruited and randomly assigned to 3 conditions: Control, Psychoeducation only and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35846962" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Psychoeducational materials were compiled targeting health behaviours (sleep, media-multitasking, mindfulness) in undergraduate students. 67 students were recruited and randomly assigned to 3 conditions: Control, Psychoeducation only and psychoeducation with Practice. Intervention conditions were tasked with behavioural change (10 days), after receiving a psychoeducation module. The Headspace Take10 guided meditation was a structured intervention for Practice subjects along with daily text reminders. Behaviours (PSQI, MMI, Mindful habits) and outcomes (PANAS, ERQ, DASS-21, CAMS-R, Stroop test) were measured at pre-test and post-test. Results revealed limited success. Psychoeducation alone (versus Controls) was not successful in behavioural change and subsequent outcomes. Only Practice subjects significantly increased mindful practice duration, of which change scores as a covariate predicted significant differences in reappraisal strategies that were also found. Mindfulness levels did approach significant increase. Over the study but not differentially across the conditions, sleep duration, media-multitasking, DASS-21 subscales and negative affect improved. Limitations included small sample size, study timing and brief intervention length. The inefficacy of psychoeducation was discussed within the Information-Motivation-Strategy model of health behaviour change, where weaknesses in motivation and strategy were assessed. The findings demonstrate promising mindfulness increases with brief intervention and also suggests the predictive utility of mindfulness practice on increased usage of reappraisal strategies. Future research should improve the psychoeducation and interventions to better produce holistic outcomes for the university population. </div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35846962" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="59b95a10f0c8801d550f510b21b0db6b" rel="nofollow" data-download="{"attachment_id":55724960,"asset_id":35846962,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55724960/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28914155" href="https://independent.academia.edu/ChungHans">Hans Chung</a><script data-card-contents-for-user="28914155" type="text/json">{"id":28914155,"first_name":"Hans","last_name":"Chung","domain_name":"independent","page_name":"ChungHans","display_name":"Hans Chung","profile_url":"https://independent.academia.edu/ChungHans?f_ri=103781","photo":"https://gravatar.com/avatar/959a8616faeacb79d90dbcad9cc6646d?s=65"}</script></span></span></li><li class="js-paper-rank-work_35846962 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35846962"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35846962, container: ".js-paper-rank-work_35846962", }); 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$(".js-view-count[data-work-id=35846962]").text(description); $(".js-view-count-work_35846962").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35846962").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35846962"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="133324" rel="nofollow" href="https://www.academia.edu/Documents/in/Sleep">Sleep</a>, <script data-card-contents-for-ri="133324" type="text/json">{"id":133324,"name":"Sleep","url":"https://www.academia.edu/Documents/in/Sleep?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="182867" rel="nofollow" href="https://www.academia.edu/Documents/in/Mindfulness_Meditation">Mindfulness Meditation</a>, <script data-card-contents-for-ri="182867" type="text/json">{"id":182867,"name":"Mindfulness Meditation","url":"https://www.academia.edu/Documents/in/Mindfulness_Meditation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="238851" rel="nofollow" href="https://www.academia.edu/Documents/in/Media_Multitasking">Media Multitasking</a><script data-card-contents-for-ri="238851" type="text/json">{"id":238851,"name":"Media Multitasking","url":"https://www.academia.edu/Documents/in/Media_Multitasking?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35846962]'), work: {"id":35846962,"title":"A PILOT FIELD TRIAL: EVALUATING THE EFFECTIVENESS OF PSYCHOEDUCATION MATERIALS AND A BRIEF SLEEP, MEDIA-MULTITASKING AND MINDFULNESS MEDITATION","created_at":"2018-02-05T17:49:46.093-08:00","url":"https://www.academia.edu/35846962/A_PILOT_FIELD_TRIAL_EVALUATING_THE_EFFECTIVENESS_OF_PSYCHOEDUCATION_MATERIALS_AND_A_BRIEF_SLEEP_MEDIA_MULTITASKING_AND_MINDFULNESS_MEDITATION?f_ri=103781","dom_id":"work_35846962","summary":"Psychoeducational materials were compiled targeting health behaviours (sleep, media-multitasking, mindfulness) in undergraduate students. 67 students were recruited and randomly assigned to 3 conditions: Control, Psychoeducation only and psychoeducation with Practice. Intervention conditions were tasked with behavioural change (10 days), after receiving a psychoeducation module. The Headspace Take10 guided meditation was a structured intervention for Practice subjects along with daily text reminders. Behaviours (PSQI, MMI, Mindful habits) and outcomes (PANAS, ERQ, DASS-21, CAMS-R, Stroop test) were measured at pre-test and post-test. Results revealed limited success. Psychoeducation alone (versus Controls) was not successful in behavioural change and subsequent outcomes. Only Practice subjects significantly increased mindful practice duration, of which change scores as a covariate predicted significant differences in reappraisal strategies that were also found. Mindfulness levels did approach significant increase. Over the study but not differentially across the conditions, sleep duration, media-multitasking, DASS-21 subscales and negative affect improved. Limitations included small sample size, study timing and brief intervention length. The inefficacy of psychoeducation was discussed within the Information-Motivation-Strategy model of health behaviour change, where weaknesses in motivation and strategy were assessed. The findings demonstrate promising mindfulness increases with brief intervention and also suggests the predictive utility of mindfulness practice on increased usage of reappraisal strategies. Future research should improve the psychoeducation and interventions to better produce holistic outcomes for the university population. ","downloadable_attachments":[{"id":55724960,"asset_id":35846962,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28914155,"first_name":"Hans","last_name":"Chung","domain_name":"independent","page_name":"ChungHans","display_name":"Hans Chung","profile_url":"https://independent.academia.edu/ChungHans?f_ri=103781","photo":"https://gravatar.com/avatar/959a8616faeacb79d90dbcad9cc6646d?s=65"}],"research_interests":[{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":133324,"name":"Sleep","url":"https://www.academia.edu/Documents/in/Sleep?f_ri=103781","nofollow":true},{"id":182867,"name":"Mindfulness Meditation","url":"https://www.academia.edu/Documents/in/Mindfulness_Meditation?f_ri=103781","nofollow":true},{"id":238851,"name":"Media Multitasking","url":"https://www.academia.edu/Documents/in/Media_Multitasking?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13857470" data-work_id="13857470" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13857470/G160_%E3%81%84%E3%81%A8%E3%81%86%E3%81%9F%E3%81%91%E3%81%B2%E3%81%93_2011_%E6%B5%A6%E6%B2%B3%E3%83%99%E3%81%A6%E3%82%8B%E3%81%AE%E5%AE%B6%E3%81%AE%E5%BD%93%E4%BA%8B%E8%80%85%E7%A0%94%E7%A9%B6%E3%81%AE%E3%83%8A%E3%83%AC%E3%83%83%E3%82%B8_%E3%83%9E%E3%83%8D%E3%82%B8%E3%83%A1%E3%83%B3%E3%83%88%E7%90%86%E8%AB%96%E3%81%8B%E3%82%89%E3%81%AE%E5%88%86%E6%9E%90_%E3%83%A9%E3%82%A6%E3%83%B3%E3%83%89%E3%83%86%E3%83%BC%E3%83%96%E3%83%AB_%E3%81%B9%E3%81%A6%E3%82%8B%E5%BC%8F%E5%BD%93%E4%BA%8B%E8%80%85%E7%A0%94%E7%A9%B6%E3%81%AE%E7%A0%94%E7%A9%B6_%E6%97%A5%E6%9C%AC%E6%95%99%E8%82%B2%E5%BF%83%E7%90%86%E5%AD%A6%E4%BC%9A%E7%AC%AC53%E5%9B%9E%E7%B7%8F%E4%BC%9A%E8%AB%96%E6%96%87%E9%9B%86_606_607">G160 いとうたけひこ (2011). 浦河ベてるの家の当事者研究のナレッジ・マネジメント理論からの分析　ラウンドテーブル：べてる式当事者研究の研究　日本教育心理学会第53回総会論文集, 606-607.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13857470" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4ae62ba9580d3f29263945892d0dec8a" rel="nofollow" data-download="{"attachment_id":38146273,"asset_id":13857470,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38146273/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" 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href="https://www.academia.edu/Documents/in/Knowledge_Management">Knowledge Management</a>, <script data-card-contents-for-ri="1241" type="text/json">{"id":1241,"name":"Knowledge Management","url":"https://www.academia.edu/Documents/in/Knowledge_Management?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="54382" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_Help_Groups">Self Help Groups</a>, <script data-card-contents-for-ri="54382" type="text/json">{"id":54382,"name":"Self Help Groups","url":"https://www.academia.edu/Documents/in/Self_Help_Groups?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="281644" rel="nofollow" href="https://www.academia.edu/Documents/in/Bethel">Bethel</a><script data-card-contents-for-ri="281644" type="text/json">{"id":281644,"name":"Bethel","url":"https://www.academia.edu/Documents/in/Bethel?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13857470]'), work: {"id":13857470,"title":"G160 いとうたけひこ (2011). 浦河ベてるの家の当事者研究のナレッジ・マネジメント理論からの分析　ラウンドテーブル：べてる式当事者研究の研究　日本教育心理学会第53回総会論文集, 606-607.","created_at":"2015-07-09T21:45:31.728-07:00","url":"https://www.academia.edu/13857470/G160_%E3%81%84%E3%81%A8%E3%81%86%E3%81%9F%E3%81%91%E3%81%B2%E3%81%93_2011_%E6%B5%A6%E6%B2%B3%E3%83%99%E3%81%A6%E3%82%8B%E3%81%AE%E5%AE%B6%E3%81%AE%E5%BD%93%E4%BA%8B%E8%80%85%E7%A0%94%E7%A9%B6%E3%81%AE%E3%83%8A%E3%83%AC%E3%83%83%E3%82%B8_%E3%83%9E%E3%83%8D%E3%82%B8%E3%83%A1%E3%83%B3%E3%83%88%E7%90%86%E8%AB%96%E3%81%8B%E3%82%89%E3%81%AE%E5%88%86%E6%9E%90_%E3%83%A9%E3%82%A6%E3%83%B3%E3%83%89%E3%83%86%E3%83%BC%E3%83%96%E3%83%AB_%E3%81%B9%E3%81%A6%E3%82%8B%E5%BC%8F%E5%BD%93%E4%BA%8B%E8%80%85%E7%A0%94%E7%A9%B6%E3%81%AE%E7%A0%94%E7%A9%B6_%E6%97%A5%E6%9C%AC%E6%95%99%E8%82%B2%E5%BF%83%E7%90%86%E5%AD%A6%E4%BC%9A%E7%AC%AC53%E5%9B%9E%E7%B7%8F%E4%BC%9A%E8%AB%96%E6%96%87%E9%9B%86_606_607?f_ri=103781","dom_id":"work_13857470","summary":null,"downloadable_attachments":[{"id":38146273,"asset_id":13857470,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4624430,"first_name":"Takehiko","last_name":"Ito","domain_name":"wako","page_name":"TakehikoIto","display_name":"Takehiko Ito","profile_url":"https://wako.academia.edu/TakehikoIto?f_ri=103781","photo":"https://0.academia-photos.com/4624430/1934080/2288964/s65_takehiko.ito.jpg"}],"research_interests":[{"id":1241,"name":"Knowledge Management","url":"https://www.academia.edu/Documents/in/Knowledge_Management?f_ri=103781","nofollow":true},{"id":54382,"name":"Self Help Groups","url":"https://www.academia.edu/Documents/in/Self_Help_Groups?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":281644,"name":"Bethel","url":"https://www.academia.edu/Documents/in/Bethel?f_ri=103781","nofollow":true},{"id":302664,"name":"Nonaka's SECI Model","url":"https://www.academia.edu/Documents/in/Nonakas_SECI_Model?f_ri=103781"},{"id":1863458,"name":"Urakawa","url":"https://www.academia.edu/Documents/in/Urakawa?f_ri=103781"},{"id":1863459,"name":"Tojisha Kenkyu","url":"https://www.academia.edu/Documents/in/Tojisha_Kenkyu?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41052331" data-work_id="41052331" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41052331/Brief_Psychoeducation_for_Caregivers_of_Persons_with_First_Episode_Pschosis">Brief Psychoeducation for Caregivers of Persons with First Episode Pschosis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract Background: Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41052331" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract<br />Background:<br />Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. <br />Aim:<br />To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. <br />Method: <br />A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver’s burden and expressed emotions. <br />Results:<br />At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. <br />Conclusion: Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions. <br /><br />Key Words: Brief Psychoeducation, First Episode Psychosis, Burden, Expressed Emotions</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41052331" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10d78a1c8299c5b4ca53babf7fa6c0e5" rel="nofollow" data-download="{"attachment_id":61324162,"asset_id":41052331,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61324162/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9372854" href="https://independent.academia.edu/prafulkapse">praful kapse</a><script data-card-contents-for-user="9372854" type="text/json">{"id":9372854,"first_name":"praful","last_name":"kapse","domain_name":"independent","page_name":"prafulkapse","display_name":"praful kapse","profile_url":"https://independent.academia.edu/prafulkapse?f_ri=103781","photo":"https://0.academia-photos.com/9372854/3288246/3869424/s65_praful.kapse.jpg"}</script></span></span></li><li class="js-paper-rank-work_41052331 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41052331"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41052331, container: ".js-paper-rank-work_41052331", }); 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$(".js-view-count[data-work-id=41052331]").text(description); $(".js-view-count-work_41052331").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41052331").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41052331"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="75012" rel="nofollow" href="https://www.academia.edu/Documents/in/First-Episode_Psychosis">First-Episode Psychosis</a>, <script data-card-contents-for-ri="75012" type="text/json">{"id":75012,"name":"First-Episode Psychosis","url":"https://www.academia.edu/Documents/in/First-Episode_Psychosis?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="770264" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychosocial_Needs">Psychosocial Needs</a><script data-card-contents-for-ri="770264" type="text/json">{"id":770264,"name":"Psychosocial Needs","url":"https://www.academia.edu/Documents/in/Psychosocial_Needs?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41052331]'), work: {"id":41052331,"title":"Brief Psychoeducation for Caregivers of Persons with First Episode Pschosis","created_at":"2019-11-24T21:26:33.139-08:00","url":"https://www.academia.edu/41052331/Brief_Psychoeducation_for_Caregivers_of_Persons_with_First_Episode_Pschosis?f_ri=103781","dom_id":"work_41052331","summary":"Abstract\nBackground:\nCaring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. \nAim:\nTo evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. \nMethod: \nA quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver’s burden and expressed emotions. \nResults:\nAt end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. \nConclusion: Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions. \n\nKey Words: Brief Psychoeducation, First Episode Psychosis, Burden, Expressed Emotions\n","downloadable_attachments":[{"id":61324162,"asset_id":41052331,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9372854,"first_name":"praful","last_name":"kapse","domain_name":"independent","page_name":"prafulkapse","display_name":"praful kapse","profile_url":"https://independent.academia.edu/prafulkapse?f_ri=103781","photo":"https://0.academia-photos.com/9372854/3288246/3869424/s65_praful.kapse.jpg"}],"research_interests":[{"id":75012,"name":"First-Episode Psychosis","url":"https://www.academia.edu/Documents/in/First-Episode_Psychosis?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":770264,"name":"Psychosocial Needs","url":"https://www.academia.edu/Documents/in/Psychosocial_Needs?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12765050" data-work_id="12765050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12765050/Efektivitas_Pelatihan_Anti_Narkoba_dengan_Metode_Reflektif_terhadap_Pemahaman_dan_Intensi_Penyalahgunaan_Narkoba_pada_Murid_SMA_Kelas_X">Efektivitas Pelatihan Anti Narkoba dengan Metode Reflektif terhadap Pemahaman dan Intensi Penyalahgunaan Narkoba pada Murid SMA Kelas X</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study is to evaluate the effectiveness of anti drugs training with reflective method to increase understanding and decrease intention of drug abuse. Hypothesis proposed in this study is that the anti drugs training is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12765050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study is to evaluate the effectiveness of anti drugs training with reflective method to increase understanding and decrease intention of drug abuse. Hypothesis proposed in this study is that the anti drugs training is given can increase the understanding of drugs danger and decrease intention of drug<br />abuse. Research is held at SMAN 1 Bambanglipuro Bantul Yogyakarta with 107 subjects. This research utilized independent t-test and showed no differences about understanding of drugs danger nor intention of drug abuse between control group and experiment group. T-test result showed (t (105) = 0.626, p=0.532)<br />and Mann-Whitney Test showed (z(105) = -0.929, p=0.353) for understanding’s gain score. On intention’s gain score, t-test showed t(105) = 0.329 (p=0.743) and Mann-Whitney Test produced z(105) = -0.486 (p=0.627). The result of this study is anti drugs training is not proofed effective to increase the understanding of drugs danger and decrease intention of drug abuse.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12765050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a545057715f6787a07e80c2c85ddead3" rel="nofollow" data-download="{"attachment_id":37810972,"asset_id":12765050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37810972/download_file?st=MTc0MDU0MDkzMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3545933" href="https://unsgtac.academia.edu/AndrianLiem">Andrian Liem</a><script data-card-contents-for-user="3545933" type="text/json">{"id":3545933,"first_name":"Andrian","last_name":"Liem","domain_name":"unsgtac","page_name":"AndrianLiem","display_name":"Andrian Liem","profile_url":"https://unsgtac.academia.edu/AndrianLiem?f_ri=103781","photo":"https://0.academia-photos.com/3545933/1222162/43775309/s65_andrian.liem.jpg"}</script></span></span></li><li class="js-paper-rank-work_12765050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12765050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12765050, container: ".js-paper-rank-work_12765050", }); 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Hypothesis proposed in this study is that the anti drugs training is given can increase the understanding of drugs danger and decrease intention of drug\nabuse. Research is held at SMAN 1 Bambanglipuro Bantul Yogyakarta with 107 subjects. This research utilized independent t-test and showed no differences about understanding of drugs danger nor intention of drug abuse between control group and experiment group. T-test result showed (t (105) = 0.626, p=0.532)\nand Mann-Whitney Test showed (z(105) = -0.929, p=0.353) for understanding’s gain score. On intention’s gain score, t-test showed t(105) = 0.329 (p=0.743) and Mann-Whitney Test produced z(105) = -0.486 (p=0.627). The result of this study is anti drugs training is not proofed effective to increase the understanding of drugs danger and decrease intention of drug abuse. ","downloadable_attachments":[{"id":37810972,"asset_id":12765050,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3545933,"first_name":"Andrian","last_name":"Liem","domain_name":"unsgtac","page_name":"AndrianLiem","display_name":"Andrian Liem","profile_url":"https://unsgtac.academia.edu/AndrianLiem?f_ri=103781","photo":"https://0.academia-photos.com/3545933/1222162/43775309/s65_andrian.liem.jpg"}],"research_interests":[{"id":260,"name":"Health Psychology","url":"https://www.academia.edu/Documents/in/Health_Psychology?f_ri=103781","nofollow":true},{"id":1557,"name":"Youth Studies","url":"https://www.academia.edu/Documents/in/Youth_Studies?f_ri=103781","nofollow":true},{"id":2625,"name":"Child and adolescent mental health","url":"https://www.academia.edu/Documents/in/Child_and_adolescent_mental_health?f_ri=103781","nofollow":true},{"id":2957,"name":"Theory of Planned Behaviour","url":"https://www.academia.edu/Documents/in/Theory_of_Planned_Behaviour?f_ri=103781","nofollow":true},{"id":49022,"name":"Drug abuse and addiction","url":"https://www.academia.edu/Documents/in/Drug_abuse_and_addiction?f_ri=103781"},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":212782,"name":"Highschool","url":"https://www.academia.edu/Documents/in/Highschool?f_ri=103781"},{"id":1121494,"name":"Student","url":"https://www.academia.edu/Documents/in/Student?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36946390" data-work_id="36946390" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36946390/Group_Motivation_Focused_Interventions_for_Patients_With_Obesity_and_Binge_Eating_Disorder">Group Motivation-Focused Interventions for Patients With Obesity and Binge Eating Disorder</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36946390" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d0fa3e4411b77dd362de581a51fb85a2" rel="nofollow" data-download="{"attachment_id":56896432,"asset_id":36946390,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56896432/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16111718" href="https://unicatt.academia.edu/GiadaPietrabissa">Giada Pietrabissa</a><script data-card-contents-for-user="16111718" type="text/json">{"id":16111718,"first_name":"Giada","last_name":"Pietrabissa","domain_name":"unicatt","page_name":"GiadaPietrabissa","display_name":"Giada Pietrabissa","profile_url":"https://unicatt.academia.edu/GiadaPietrabissa?f_ri=103781","photo":"https://0.academia-photos.com/16111718/6439986/17743434/s65_giada.pietrabissa.png"}</script></span></span></li><li class="js-paper-rank-work_36946390 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36946390"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36946390, container: ".js-paper-rank-work_36946390", }); 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$(".js-view-count[data-work-id=36946390]").text(description); $(".js-view-count-work_36946390").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36946390").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36946390"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="233" rel="nofollow" href="https://www.academia.edu/Documents/in/Group_Therapy">Group Therapy</a>, <script data-card-contents-for-ri="233" type="text/json">{"id":233,"name":"Group Therapy","url":"https://www.academia.edu/Documents/in/Group_Therapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3018" rel="nofollow" href="https://www.academia.edu/Documents/in/Motivation_Psychology_">Motivation (Psychology)</a>, <script data-card-contents-for-ri="3018" type="text/json">{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="41939" rel="nofollow" href="https://www.academia.edu/Documents/in/Eating_Disorders_and_Obesity">Eating Disorders and Obesity</a>, <script data-card-contents-for-ri="41939" type="text/json">{"id":41939,"name":"Eating Disorders and Obesity","url":"https://www.academia.edu/Documents/in/Eating_Disorders_and_Obesity?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44274" rel="nofollow" href="https://www.academia.edu/Documents/in/Motivational_Interviewing">Motivational Interviewing</a><script data-card-contents-for-ri="44274" type="text/json">{"id":44274,"name":"Motivational Interviewing","url":"https://www.academia.edu/Documents/in/Motivational_Interviewing?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36946390]'), work: {"id":36946390,"title":"Group Motivation-Focused Interventions for Patients With Obesity and Binge Eating Disorder","created_at":"2018-06-30T00:24:47.529-07:00","url":"https://www.academia.edu/36946390/Group_Motivation_Focused_Interventions_for_Patients_With_Obesity_and_Binge_Eating_Disorder?f_ri=103781","dom_id":"work_36946390","summary":null,"downloadable_attachments":[{"id":56896432,"asset_id":36946390,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16111718,"first_name":"Giada","last_name":"Pietrabissa","domain_name":"unicatt","page_name":"GiadaPietrabissa","display_name":"Giada Pietrabissa","profile_url":"https://unicatt.academia.edu/GiadaPietrabissa?f_ri=103781","photo":"https://0.academia-photos.com/16111718/6439986/17743434/s65_giada.pietrabissa.png"}],"research_interests":[{"id":233,"name":"Group Therapy","url":"https://www.academia.edu/Documents/in/Group_Therapy?f_ri=103781","nofollow":true},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=103781","nofollow":true},{"id":41939,"name":"Eating Disorders and Obesity","url":"https://www.academia.edu/Documents/in/Eating_Disorders_and_Obesity?f_ri=103781","nofollow":true},{"id":44274,"name":"Motivational Interviewing","url":"https://www.academia.edu/Documents/in/Motivational_Interviewing?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":186791,"name":"Overweight and Obesity","url":"https://www.academia.edu/Documents/in/Overweight_and_Obesity?f_ri=103781"},{"id":591037,"name":"Binge Eating Disorder","url":"https://www.academia.edu/Documents/in/Binge_Eating_Disorder?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1472862" data-work_id="1472862" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1472862/The_Effect_of_Psychoeducational_Group_Training_Depending_on_Self_Regulation_on_Students_Motivational_Strategies_and_Academic_Achievement">The Effect of Psychoeducational Group Training Depending on Self Regulation on Students’ Motivational Strategies and Academic Achievement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this study was to determine the effect of psychoeducational group study regarding self regulation in learning on motivational beliefs and academic success of students. Pre and post tests with control group design were used in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1472862" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this study was to determine the effect of psychoeducational group study regarding self regulation in<br />learning on motivational beliefs and academic success of students. Pre and post tests with control group design<br />were used in this study. Participants of the study consisted of 10th grade students at Anatolian High School.<br />‘Motivational Strategies Scale at Learning’ and ‘Information Form’ which prepared by author was used for data<br />collection. ANOVA and ANCOVA models were used for analizing of study data. Th e results of study showed that<br />psychoeducational group study which was given to treatment group during 8 weeks increased motivational<br />beliefs and academic sucssess level of students. Increase of motivational beliefs did not differentiate in terms<br />of gender and study field of students. The results of study were discussed depending on the related literature.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1472862" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21ddef300f8a62b1d99707e91c67c7e0" rel="nofollow" data-download="{"attachment_id":11525546,"asset_id":1472862,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/11525546/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="879737" href="https://marmara.academia.edu/HalilEksi">Halil Eksi</a><script data-card-contents-for-user="879737" type="text/json">{"id":879737,"first_name":"Halil","last_name":"Eksi","domain_name":"marmara","page_name":"HalilEksi","display_name":"Halil Eksi","profile_url":"https://marmara.academia.edu/HalilEksi?f_ri=103781","photo":"https://0.academia-photos.com/879737/419061/6538667/s65_halil.eksi.jpg"}</script></span></span></li><li class="js-paper-rank-work_1472862 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1472862"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1472862, container: ".js-paper-rank-work_1472862", }); });</script></li><li class="js-percentile-work_1472862 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1472862; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1472862"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1472862 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1472862"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1472862; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1472862]").text(description); $(".js-view-count-work_1472862").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1472862").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1472862"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45909" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-regulation">Self-regulation</a><script data-card-contents-for-ri="45909" type="text/json">{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1472862]'), work: {"id":1472862,"title":"The Effect of Psychoeducational Group Training Depending on Self Regulation on Students’ Motivational Strategies and Academic Achievement","created_at":"2012-03-14T02:57:23.376-07:00","url":"https://www.academia.edu/1472862/The_Effect_of_Psychoeducational_Group_Training_Depending_on_Self_Regulation_on_Students_Motivational_Strategies_and_Academic_Achievement?f_ri=103781","dom_id":"work_1472862","summary":"The aim of this study was to determine the effect of psychoeducational group study regarding self regulation in\nlearning on motivational beliefs and academic success of students. Pre and post tests with control group design\nwere used in this study. Participants of the study consisted of 10th grade students at Anatolian High School.\n‘Motivational Strategies Scale at Learning’ and ‘Information Form’ which prepared by author was used for data\ncollection. ANOVA and ANCOVA models were used for analizing of study data. Th e results of study showed that\npsychoeducational group study which was given to treatment group during 8 weeks increased motivational\nbeliefs and academic sucssess level of students. Increase of motivational beliefs did not differentiate in terms\nof gender and study field of students. The results of study were discussed depending on the related literature.","downloadable_attachments":[{"id":11525546,"asset_id":1472862,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":879737,"first_name":"Halil","last_name":"Eksi","domain_name":"marmara","page_name":"HalilEksi","display_name":"Halil Eksi","profile_url":"https://marmara.academia.edu/HalilEksi?f_ri=103781","photo":"https://0.academia-photos.com/879737/419061/6538667/s65_halil.eksi.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=103781","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=103781","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=103781","nofollow":true},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":126742,"name":"Academic Success","url":"https://www.academia.edu/Documents/in/Academic_Success?f_ri=103781"},{"id":261767,"name":"Motivation, Langauge Learning Strategies","url":"https://www.academia.edu/Documents/in/Motivation_Langauge_Learning_Strategies?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29562140" data-work_id="29562140" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29562140/Peculiarities_of_the_psychologists_work_with_professional_groups_at_the_war_in_Ukraine_the_ATO_area_post_traumatic_techniques_of_self_regulation">Peculiarities of the psychologist`s work with professional groups at the war in Ukraine (the ATO area): post-traumatic techniques of self-regulation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite existing variety of methods of treatment of chronic trauma-related distress (PTSD), till now little attention is paid to development of cognitive behavior interventions after recent traumatic exposure. Especially when it is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29562140" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite existing variety of methods of treatment of chronic trauma-related distress (PTSD), till now little attention is paid to development of cognitive behavior interventions after recent traumatic exposure. Especially when it is related to lasting traumatic stress and “hybrid war” influence, that continues in Ukraine. It can become an opportunity for positive posttraumatic adjustment and to minimize the likelihood of enduring psychopathology.  Self-regulation technics and  focused non-specialized support fill this void despite the lack of convincing evidence of their efficacy. The report provides an overview of the literature on early intervention for traumatic stress, and practical advices on measures of working with professional groups living in the immediate vicinity of the fighting are considered. It was discovered that if time is limited or in a case of a group of large volume, it has sense not to handle a traumatic experience, but restrict the work to psychoeducation. Psychoeducation can include cognitive processing and emotional processing of an event, that includes normalization of feelings. Among self-regulation technics breath regulation (relaxing and activating breath), relieve of muscle knots; working out techniques of psychological resilience (mirroring emotions and needs of other people, NVC technics); art-therapy methods of anti-stress places inventory (safe place); playing and analysis of the most typical stressors, working out self-help methods. Future efforts are seen in the development of cognitive-behavior models of preventive intervention for traumatized population that would help to stabilize the state through gaining control over symptomatology.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29562140" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7520275c36dad02332b395efd570b7fc" rel="nofollow" data-download="{"attachment_id":50004546,"asset_id":29562140,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50004546/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14611130" href="https://independent.academia.edu/HalynaTsyhanenko">Halyna Tsyhanenko</a><script data-card-contents-for-user="14611130" type="text/json">{"id":14611130,"first_name":"Halyna","last_name":"Tsyhanenko","domain_name":"independent","page_name":"HalynaTsyhanenko","display_name":"Halyna Tsyhanenko","profile_url":"https://independent.academia.edu/HalynaTsyhanenko?f_ri=103781","photo":"https://0.academia-photos.com/14611130/5559997/95240612/s65_halyna.tsyhanenko.jpg"}</script></span></span></li><li class="js-paper-rank-work_29562140 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29562140"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29562140, container: ".js-paper-rank-work_29562140", }); });</script></li><li class="js-percentile-work_29562140 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29562140; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29562140"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29562140 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29562140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29562140; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29562140]").text(description); $(".js-view-count-work_29562140").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29562140").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29562140"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="28377" rel="nofollow" href="https://www.academia.edu/Documents/in/Stress_Psychology_">Stress (Psychology)</a>, <script data-card-contents-for-ri="28377" type="text/json">{"id":28377,"name":"Stress (Psychology)","url":"https://www.academia.edu/Documents/in/Stress_Psychology_?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45909" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-regulation">Self-regulation</a>, <script data-card-contents-for-ri="45909" type="text/json">{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2559882" rel="nofollow" href="https://www.academia.edu/Documents/in/professional_group">professional group</a><script data-card-contents-for-ri="2559882" type="text/json">{"id":2559882,"name":"professional group","url":"https://www.academia.edu/Documents/in/professional_group?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29562140]'), work: {"id":29562140,"title":"Peculiarities of the psychologist`s work with professional groups at the war in Ukraine (the ATO area): post-traumatic techniques of self-regulation","created_at":"2016-10-31T05:26:39.290-07:00","url":"https://www.academia.edu/29562140/Peculiarities_of_the_psychologists_work_with_professional_groups_at_the_war_in_Ukraine_the_ATO_area_post_traumatic_techniques_of_self_regulation?f_ri=103781","dom_id":"work_29562140","summary":"Despite existing variety of methods of treatment of chronic trauma-related distress (PTSD), till now little attention is paid to development of cognitive behavior interventions after recent traumatic exposure. Especially when it is related to lasting traumatic stress and “hybrid war” influence, that continues in Ukraine. It can become an opportunity for positive posttraumatic adjustment and to minimize the likelihood of enduring psychopathology. Self-regulation technics and focused non-specialized support fill this void despite the lack of convincing evidence of their efficacy. The report provides an overview of the literature on early intervention for traumatic stress, and practical advices on measures of working with professional groups living in the immediate vicinity of the fighting are considered. It was discovered that if time is limited or in a case of a group of large volume, it has sense not to handle a traumatic experience, but restrict the work to psychoeducation. Psychoeducation can include cognitive processing and emotional processing of an event, that includes normalization of feelings. Among self-regulation technics breath regulation (relaxing and activating breath), relieve of muscle knots; working out techniques of psychological resilience (mirroring emotions and needs of other people, NVC technics); art-therapy methods of anti-stress places inventory (safe place); playing and analysis of the most typical stressors, working out self-help methods. Future efforts are seen in the development of cognitive-behavior models of preventive intervention for traumatized population that would help to stabilize the state through gaining control over symptomatology. ","downloadable_attachments":[{"id":50004546,"asset_id":29562140,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14611130,"first_name":"Halyna","last_name":"Tsyhanenko","domain_name":"independent","page_name":"HalynaTsyhanenko","display_name":"Halyna Tsyhanenko","profile_url":"https://independent.academia.edu/HalynaTsyhanenko?f_ri=103781","photo":"https://0.academia-photos.com/14611130/5559997/95240612/s65_halyna.tsyhanenko.jpg"}],"research_interests":[{"id":28377,"name":"Stress (Psychology)","url":"https://www.academia.edu/Documents/in/Stress_Psychology_?f_ri=103781","nofollow":true},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":2559882,"name":"professional group","url":"https://www.academia.edu/Documents/in/professional_group?f_ri=103781","nofollow":true},{"id":2559883,"name":"ATO","url":"https://www.academia.edu/Documents/in/ATO?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76174817" data-work_id="76174817" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76174817/Effects_of_psychoeducation_for_offenders_in_a_community_correctional_facility">Effects of psychoeducation for offenders in a community correctional facility</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study provided a randomized outcome evaluation of the psychoeducational component of the EQUIP program. The psychoeducational curriculum was implemented in a community correctional facility for adult felony offenders. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76174817" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study provided a randomized outcome evaluation of the psychoeducational component of the EQUIP program. The psychoeducational curriculum was implemented in a community correctional facility for adult felony offenders. The psychoeducational curriculum is designed to remedy offenders' delays in moral judgment maturity, social cognitive distortions, and social skill deficiencies. The participants were 316 felony offenders, 71% male, aged 18 to 61 years. Relative to a control group, participants who received portions of the curriculum reported fewer serious institutional violations. Female, but not male participants, who received the curriculum were less likely to recidivate than those in the control group at six months. Reductions in mediating factors-cognitive distortion for males and social skills for females-were associated with fewer serious institutional violations. Levels of substance abuse, exposure to violence, and number of serious violations were found to predict recidivism at six months.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76174817" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6ecbf685c761096e5f67d30e3dd2ea4e" rel="nofollow" data-download="{"attachment_id":84005785,"asset_id":76174817,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84005785/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="201631343" href="https://independent.academia.edu/AlvaroBarriga4">Alvaro Barriga</a><script data-card-contents-for-user="201631343" type="text/json">{"id":201631343,"first_name":"Alvaro","last_name":"Barriga","domain_name":"independent","page_name":"AlvaroBarriga4","display_name":"Alvaro Barriga","profile_url":"https://independent.academia.edu/AlvaroBarriga4?f_ri=103781","photo":"https://0.academia-photos.com/201631343/62919823/51218295/s65_alvaro.barriga.png"}</script></span></span></li><li class="js-paper-rank-work_76174817 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76174817"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76174817, container: ".js-paper-rank-work_76174817", }); });</script></li><li class="js-percentile-work_76174817 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76174817; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76174817"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76174817 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76174817"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76174817; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76174817]").text(description); $(".js-view-count-work_76174817").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76174817").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76174817"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="238" rel="nofollow" href="https://www.academia.edu/Documents/in/Community_Psychology">Community Psychology</a>, <script data-card-contents-for-ri="238" type="text/json">{"id":238,"name":"Community Psychology","url":"https://www.academia.edu/Documents/in/Community_Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76174817]'), work: {"id":76174817,"title":"Effects of psychoeducation for offenders in a community correctional facility","created_at":"2022-04-11T20:16:14.823-07:00","url":"https://www.academia.edu/76174817/Effects_of_psychoeducation_for_offenders_in_a_community_correctional_facility?f_ri=103781","dom_id":"work_76174817","summary":"The present study provided a randomized outcome evaluation of the psychoeducational component of the EQUIP program. The psychoeducational curriculum was implemented in a community correctional facility for adult felony offenders. The psychoeducational curriculum is designed to remedy offenders' delays in moral judgment maturity, social cognitive distortions, and social skill deficiencies. The participants were 316 felony offenders, 71% male, aged 18 to 61 years. Relative to a control group, participants who received portions of the curriculum reported fewer serious institutional violations. Female, but not male participants, who received the curriculum were less likely to recidivate than those in the control group at six months. Reductions in mediating factors-cognitive distortion for males and social skills for females-were associated with fewer serious institutional violations. Levels of substance abuse, exposure to violence, and number of serious violations were found to predict recidivism at six months.","downloadable_attachments":[{"id":84005785,"asset_id":76174817,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":201631343,"first_name":"Alvaro","last_name":"Barriga","domain_name":"independent","page_name":"AlvaroBarriga4","display_name":"Alvaro Barriga","profile_url":"https://independent.academia.edu/AlvaroBarriga4?f_ri=103781","photo":"https://0.academia-photos.com/201631343/62919823/51218295/s65_alvaro.barriga.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true},{"id":238,"name":"Community Psychology","url":"https://www.academia.edu/Documents/in/Community_Psychology?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66824959" data-work_id="66824959" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66824959/Comparing_Behaviourism_and_Humanism_in_Classroom_Management">Comparing Behaviourism and Humanism in Classroom Management</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Before one develops their praxis (the application of theory into practice) one should first seek to develop, as by logical antecedence, their understanding of the relationship between theory and practice. It is this principle that will... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66824959" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Before one develops their praxis (the application of theory into practice) one should first seek to develop, as by logical antecedence, their understanding of the relationship between theory and practice.  It is this principle that will guide the structure of this essay, beginning first with the identification and evaluative comparison of the two theoretical schools of behaviourism and humanistic psychoeducation, looking first at each school in its broad defining features and then analysing and comparing the particular strains of each theory that are of importance to pedagogical practice. Using this comparison we will then bring the discussion to concrete uses within the environment of the classroom.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66824959" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d89380eb3f3991470b4283c4866597b2" rel="nofollow" data-download="{"attachment_id":77869492,"asset_id":66824959,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77869492/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="201374944" href="https://unimelb.academia.edu/ConorRoss">Conor Ross</a><script data-card-contents-for-user="201374944" type="text/json">{"id":201374944,"first_name":"Conor","last_name":"Ross","domain_name":"unimelb","page_name":"ConorRoss","display_name":"Conor Ross","profile_url":"https://unimelb.academia.edu/ConorRoss?f_ri=103781","photo":"https://0.academia-photos.com/201374944/62712256/59274395/s65_conor.ross.png"}</script></span></span></li><li class="js-paper-rank-work_66824959 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66824959"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66824959, container: ".js-paper-rank-work_66824959", }); 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$(".js-view-count[data-work-id=66824959]").text(description); $(".js-view-count-work_66824959").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66824959").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66824959"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a>, <script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17440" rel="nofollow" href="https://www.academia.edu/Documents/in/Humanism">Humanism</a><script data-card-contents-for-ri="17440" type="text/json">{"id":17440,"name":"Humanism","url":"https://www.academia.edu/Documents/in/Humanism?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66824959]'), work: {"id":66824959,"title":"Comparing Behaviourism and Humanism in Classroom Management","created_at":"2022-01-01T18:08:57.110-08:00","url":"https://www.academia.edu/66824959/Comparing_Behaviourism_and_Humanism_in_Classroom_Management?f_ri=103781","dom_id":"work_66824959","summary":"Before one develops their praxis (the application of theory into practice) one should first seek to develop, as by logical antecedence, their understanding of the relationship between theory and practice. It is this principle that will guide the structure of this essay, beginning first with the identification and evaluative comparison of the two theoretical schools of behaviourism and humanistic psychoeducation, looking first at each school in its broad defining features and then analysing and comparing the particular strains of each theory that are of importance to pedagogical practice. Using this comparison we will then bring the discussion to concrete uses within the environment of the classroom.","downloadable_attachments":[{"id":77869492,"asset_id":66824959,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":201374944,"first_name":"Conor","last_name":"Ross","domain_name":"unimelb","page_name":"ConorRoss","display_name":"Conor Ross","profile_url":"https://unimelb.academia.edu/ConorRoss?f_ri=103781","photo":"https://0.academia-photos.com/201374944/62712256/59274395/s65_conor.ross.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=103781","nofollow":true},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=103781","nofollow":true},{"id":17440,"name":"Humanism","url":"https://www.academia.edu/Documents/in/Humanism?f_ri=103781","nofollow":true},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=103781"},{"id":90717,"name":"Crowd Behaviour and Psychology","url":"https://www.academia.edu/Documents/in/Crowd_Behaviour_and_Psychology?f_ri=103781"},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42218612" data-work_id="42218612" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42218612/_L_armes_derrance_Habiter_la_rue_au_f%C3%A9minin">(L)armes d'errance. Habiter la rue au féminin</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Souvent invisibles, les femmes à la rue subissent des violences qui dépassent l'imaginaire collectif. Habiter la marge de la société contribue à (re)vivre des traumatismes multiples à travers des rapports sociaux souvent maltraitants,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42218612" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Souvent invisibles, les femmes à la rue subissent des violences qui dépassent l'imaginaire collectif. Habiter la marge de la société contribue à (re)vivre des traumatismes multiples à travers des rapports sociaux souvent maltraitants, dominants et humiliants. Entre viols à répétition et la mise à nu de la mendicité, leur santé mentale et physique se fragilise au fil des conduites à risques. Quelles sont les stratégies et ruses qui leur permettent de survivre à l'intolérable ? Comment favoriser la relation éducative dans ces espaces d'exclusion avec les habitantes de la rue ? En reconnaissant leur altérité, les éducateurs de rue essayent de participer au tissage de liens avec celles distanciées des dispositifs d'aide sociale. <br /> <br />Lien Academia: <a href="http://www.editions-academia.be/index.asp?navig=catalogue&obj=livre&no=65380" rel="nofollow">http://www.editions-academia.be/index.asp?navig=catalogue&obj=livre&no=65380</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42218612" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0d665feb89ecae8622b5605181c3ce70" rel="nofollow" data-download="{"attachment_id":62368202,"asset_id":42218612,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62368202/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7813792" href="https://uclep.academia.edu/MauroAlmeidaCabral">Mauro Almeida Cabral</a><script data-card-contents-for-user="7813792" type="text/json">{"id":7813792,"first_name":"Mauro","last_name":"Almeida Cabral","domain_name":"uclep","page_name":"MauroAlmeidaCabral","display_name":"Mauro Almeida Cabral","profile_url":"https://uclep.academia.edu/MauroAlmeidaCabral?f_ri=103781","photo":"https://0.academia-photos.com/7813792/6305176/33540006/s65_mauro.almeida_cabral.jpg"}</script></span></span></li><li class="js-paper-rank-work_42218612 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42218612"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42218612, container: ".js-paper-rank-work_42218612", }); 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$(".js-view-count[data-work-id=42218612]").text(description); $(".js-view-count-work_42218612").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42218612").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42218612"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2170" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethnography">Ethnography</a>, <script data-card-contents-for-ri="2170" type="text/json">{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2483" rel="nofollow" href="https://www.academia.edu/Documents/in/Addiction">Addiction</a>, <script data-card-contents-for-ri="2483" type="text/json">{"id":2483,"name":"Addiction","url":"https://www.academia.edu/Documents/in/Addiction?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4421" rel="nofollow" href="https://www.academia.edu/Documents/in/Homelessness">Homelessness</a>, <script data-card-contents-for-ri="4421" type="text/json">{"id":4421,"name":"Homelessness","url":"https://www.academia.edu/Documents/in/Homelessness?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="49618" rel="nofollow" href="https://www.academia.edu/Documents/in/Luxembourgish_Studies">Luxembourgish Studies</a><script data-card-contents-for-ri="49618" type="text/json">{"id":49618,"name":"Luxembourgish Studies","url":"https://www.academia.edu/Documents/in/Luxembourgish_Studies?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42218612]'), work: {"id":42218612,"title":"(L)armes d'errance. Habiter la rue au féminin","created_at":"2020-03-14T14:53:41.905-07:00","url":"https://www.academia.edu/42218612/_L_armes_derrance_Habiter_la_rue_au_f%C3%A9minin?f_ri=103781","dom_id":"work_42218612","summary":"Souvent invisibles, les femmes à la rue subissent des violences qui dépassent l'imaginaire collectif. Habiter la marge de la société contribue à (re)vivre des traumatismes multiples à travers des rapports sociaux souvent maltraitants, dominants et humiliants. Entre viols à répétition et la mise à nu de la mendicité, leur santé mentale et physique se fragilise au fil des conduites à risques. Quelles sont les stratégies et ruses qui leur permettent de survivre à l'intolérable ? Comment favoriser la relation éducative dans ces espaces d'exclusion avec les habitantes de la rue ? En reconnaissant leur altérité, les éducateurs de rue essayent de participer au tissage de liens avec celles distanciées des dispositifs d'aide sociale. \r\n\r\nLien Academia: http://www.editions-academia.be/index.asp?navig=catalogue\u0026obj=livre\u0026no=65380","downloadable_attachments":[{"id":62368202,"asset_id":42218612,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7813792,"first_name":"Mauro","last_name":"Almeida Cabral","domain_name":"uclep","page_name":"MauroAlmeidaCabral","display_name":"Mauro Almeida Cabral","profile_url":"https://uclep.academia.edu/MauroAlmeidaCabral?f_ri=103781","photo":"https://0.academia-photos.com/7813792/6305176/33540006/s65_mauro.almeida_cabral.jpg"}],"research_interests":[{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=103781","nofollow":true},{"id":2483,"name":"Addiction","url":"https://www.academia.edu/Documents/in/Addiction?f_ri=103781","nofollow":true},{"id":4421,"name":"Homelessness","url":"https://www.academia.edu/Documents/in/Homelessness?f_ri=103781","nofollow":true},{"id":49618,"name":"Luxembourgish Studies","url":"https://www.academia.edu/Documents/in/Luxembourgish_Studies?f_ri=103781","nofollow":true},{"id":91529,"name":"Anthropologie","url":"https://www.academia.edu/Documents/in/Anthropologie?f_ri=103781"},{"id":91991,"name":"Prostitution","url":"https://www.academia.edu/Documents/in/Prostitution?f_ri=103781"},{"id":92209,"name":"Anthropologie urbaine","url":"https://www.academia.edu/Documents/in/Anthropologie_urbaine?f_ri=103781"},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":155378,"name":"Sociologie Urbaine","url":"https://www.academia.edu/Documents/in/Sociologie_Urbaine?f_ri=103781"},{"id":157458,"name":"Ethnographie","url":"https://www.academia.edu/Documents/in/Ethnographie?f_ri=103781"},{"id":374061,"name":"Mouvements des femmes/Mouvements féministes","url":"https://www.academia.edu/Documents/in/Mouvements_des_femmes_Mouvements_feministes?f_ri=103781"},{"id":623280,"name":"Praticien Chercheur","url":"https://www.academia.edu/Documents/in/Praticien_Chercheur?f_ri=103781"},{"id":2280886,"name":"Educateur Spécialisé","url":"https://www.academia.edu/Documents/in/Educateur_Sp%C3%A9cialis%C3%A9?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1894224" data-work_id="1894224" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1894224/Dise%C3%B1o_y_evaluaci%C3%B3n_de_un_taller_psicoeducativo_para_cuidadores_familiares_de_pacientes_con_Alzheimer">Diseño y evaluación de un taller psicoeducativo para cuidadores familiares de pacientes con Alzheimer</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1894224" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li 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href="https://ucsc-chile.academia.edu/AlejandraRobles">Alejandra Robles</a><script data-card-contents-for-user="2399044" type="text/json">{"id":2399044,"first_name":"Alejandra","last_name":"Robles","domain_name":"ucsc-chile","page_name":"AlejandraRobles","display_name":"Alejandra Robles","profile_url":"https://ucsc-chile.academia.edu/AlejandraRobles?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1894224 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1894224"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1894224, container: ".js-paper-rank-work_1894224", }); });</script></li><li class="js-percentile-work_1894224 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1894224; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1894224"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1894224 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1894224"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1894224; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1894224]").text(description); 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$('*[data-has-card-for-ri-list=1894224]'), work: {"id":1894224,"title":"Diseño y evaluación de un taller psicoeducativo para cuidadores familiares de pacientes con Alzheimer","created_at":"2012-08-29T04:23:56.983-07:00","url":"https://www.academia.edu/1894224/Dise%C3%B1o_y_evaluaci%C3%B3n_de_un_taller_psicoeducativo_para_cuidadores_familiares_de_pacientes_con_Alzheimer?f_ri=103781","dom_id":"work_1894224","summary":null,"downloadable_attachments":[{"id":50825640,"asset_id":1894224,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2399044,"first_name":"Alejandra","last_name":"Robles","domain_name":"ucsc-chile","page_name":"AlejandraRobles","display_name":"Alejandra Robles","profile_url":"https://ucsc-chile.academia.edu/AlejandraRobles?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3662,"name":"Dementia","url":"https://www.academia.edu/Documents/in/Dementia?f_ri=103781","nofollow":true},{"id":9789,"name":"Family Caregivers/Carers","url":"https://www.academia.edu/Documents/in/Family_Caregivers_Carers?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":410279,"name":"Demencia","url":"https://www.academia.edu/Documents/in/Demencia?f_ri=103781","nofollow":true},{"id":410280,"name":"Psicoeducativo","url":"https://www.academia.edu/Documents/in/Psicoeducativo?f_ri=103781"},{"id":410281,"name":"Cuidadores","url":"https://www.academia.edu/Documents/in/Cuidadores?f_ri=103781"},{"id":783673,"name":"Psykhé","url":"https://www.academia.edu/Documents/in/Psykhe?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17605405" data-work_id="17605405" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17605405/Efficacy_of_cognitive_rehabilitation_on_psychosocial_functioning_in_Borderline_Personality_Disorder_a_randomized_controlled_trial">Efficacy of cognitive rehabilitation on psychosocial functioning in Borderline Personality Disorder: a randomized controlled trial</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background: Follow-up studies revealed that subjects with borderline personality disorder (BPD) present high rates of clinical remission, although psychosocial functioning often remains impaired. The aim of this study is to evaluate the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17605405" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background: Follow-up studies revealed that subjects with borderline personality disorder (BPD) present high rates<br />of clinical remission, although psychosocial functioning often remains impaired. The aim of this study is to evaluate<br />the efficacy of a cognitive rehabilitation intervention versus a psychoeducational program on psychosocial<br />functioning in subjects with BPD.<br /><br />Methods: A multicenter, randomized, and positive-controlled clinical trial was conducted. Seventy outpatients with<br />BPD were randomized to cognitive rehabilitation or psychoeducational group interventions. Participants were<br />evaluated after completion of the intervention period (16 weeks) and after the follow-up period (6 months).<br />Psychosocial functioning, clinical and neuropsychological outcomes were evaluated.<br /><br />Results: No main effects of group or group x time were observed on functionality but a significant effect of time<br />was found. Post-hoc analyses showed that only cognitive rehabilitation increased psychosocial functioning significantly<br />at endpoint. Psychoeducation showed a significant enhancement of depressive symptoms.<br /><br />Conclusions: Cognitive rehabilitation and psychoeducational interventions appeared to show good efficacy in<br />improving disabilities in daily life in subjects with BPD. These interventions are easily implemented in mental health<br />settings and have the advantage of improving general functioning and clinical symptoms.<br /><br />Trial registration: Clinicaltrials.gov:NCT02033044. Registered 9 January 2014<br /><br />Keywords: Borderline personality disorder, Cognitive rehabilitation, Psychoeducation, Psychosocial functioning</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17605405" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21634a5cf2486a1b10ee5b5ebf941535" rel="nofollow" data-download="{"attachment_id":39608552,"asset_id":17605405,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39608552/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31343064" href="https://ucm.academia.edu/NereaPalomares">Nerea Palomares</a><script data-card-contents-for-user="31343064" type="text/json">{"id":31343064,"first_name":"Nerea","last_name":"Palomares","domain_name":"ucm","page_name":"NereaPalomares","display_name":"Nerea Palomares","profile_url":"https://ucm.academia.edu/NereaPalomares?f_ri=103781","photo":"https://0.academia-photos.com/31343064/9927858/11069292/s65_nerea.palomares.jpg"}</script></span></span></li><li class="js-paper-rank-work_17605405 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17605405"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17605405, container: ".js-paper-rank-work_17605405", }); 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$(".js-view-count[data-work-id=17605405]").text(description); $(".js-view-count-work_17605405").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17605405").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17605405"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6092" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Disorders">Personality Disorders</a>, <script data-card-contents-for-ri="6092" type="text/json">{"id":6092,"name":"Personality Disorders","url":"https://www.academia.edu/Documents/in/Personality_Disorders?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7535" rel="nofollow" href="https://www.academia.edu/Documents/in/Borderline_Personality_Disorder">Borderline Personality Disorder</a>, <script data-card-contents-for-ri="7535" type="text/json">{"id":7535,"name":"Borderline Personality Disorder","url":"https://www.academia.edu/Documents/in/Borderline_Personality_Disorder?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="55007" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Rehabilitation">Cognitive Rehabilitation</a>, <script data-card-contents-for-ri="55007" type="text/json">{"id":55007,"name":"Cognitive Rehabilitation","url":"https://www.academia.edu/Documents/in/Cognitive_Rehabilitation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a><script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17605405]'), work: {"id":17605405,"title":"Efficacy of cognitive rehabilitation on psychosocial functioning in Borderline Personality Disorder: a randomized controlled trial","created_at":"2015-11-02T04:12:01.876-08:00","url":"https://www.academia.edu/17605405/Efficacy_of_cognitive_rehabilitation_on_psychosocial_functioning_in_Borderline_Personality_Disorder_a_randomized_controlled_trial?f_ri=103781","dom_id":"work_17605405","summary":"Background: Follow-up studies revealed that subjects with borderline personality disorder (BPD) present high rates\nof clinical remission, although psychosocial functioning often remains impaired. The aim of this study is to evaluate\nthe efficacy of a cognitive rehabilitation intervention versus a psychoeducational program on psychosocial\nfunctioning in subjects with BPD.\n\nMethods: A multicenter, randomized, and positive-controlled clinical trial was conducted. Seventy outpatients with\nBPD were randomized to cognitive rehabilitation or psychoeducational group interventions. Participants were\nevaluated after completion of the intervention period (16 weeks) and after the follow-up period (6 months).\nPsychosocial functioning, clinical and neuropsychological outcomes were evaluated.\n\nResults: No main effects of group or group x time were observed on functionality but a significant effect of time\nwas found. Post-hoc analyses showed that only cognitive rehabilitation increased psychosocial functioning significantly\nat endpoint. Psychoeducation showed a significant enhancement of depressive symptoms.\n\nConclusions: Cognitive rehabilitation and psychoeducational interventions appeared to show good efficacy in\nimproving disabilities in daily life in subjects with BPD. These interventions are easily implemented in mental health\nsettings and have the advantage of improving general functioning and clinical symptoms.\n\nTrial registration: Clinicaltrials.gov:NCT02033044. Registered 9 January 2014\n\nKeywords: Borderline personality disorder, Cognitive rehabilitation, Psychoeducation, Psychosocial functioning","downloadable_attachments":[{"id":39608552,"asset_id":17605405,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31343064,"first_name":"Nerea","last_name":"Palomares","domain_name":"ucm","page_name":"NereaPalomares","display_name":"Nerea Palomares","profile_url":"https://ucm.academia.edu/NereaPalomares?f_ri=103781","photo":"https://0.academia-photos.com/31343064/9927858/11069292/s65_nerea.palomares.jpg"}],"research_interests":[{"id":6092,"name":"Personality Disorders","url":"https://www.academia.edu/Documents/in/Personality_Disorders?f_ri=103781","nofollow":true},{"id":7535,"name":"Borderline Personality Disorder","url":"https://www.academia.edu/Documents/in/Borderline_Personality_Disorder?f_ri=103781","nofollow":true},{"id":55007,"name":"Cognitive Rehabilitation","url":"https://www.academia.edu/Documents/in/Cognitive_Rehabilitation?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":1824881,"name":"Social Functionning","url":"https://www.academia.edu/Documents/in/Social_Functionning?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44547860" data-work_id="44547860" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44547860/_Une_affaire_de_famille_Journee_Profamille_Maroc_Di_Nicola_21_11_2020">"Une affaire de famille" - Journee Profamille - Maroc - Di Nicola - 21.11.2020</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Une affaire de famille" Présentation plénière au congrès : 21ème Journée Régionale du Réseau Francophone Profamille - "Programme Profamille de psychoéducation des familles, Région Maroc: Réalisations et obstacles avant et pendant la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44547860" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Une affaire de famille" <br /><br />Présentation plénière au congrès : <br /><br />21ème Journée Régionale du Réseau Francophone Profamille - "Programme Profamille de psychoéducation des familles, Région Maroc: Réalisations et obstacles avant et pendant la pandémie Covid-19"</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm 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href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="297461" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Centred_Interventions">Family Centred Interventions</a>, <script data-card-contents-for-ri="297461" type="text/json">{"id":297461,"name":"Family Centred Interventions","url":"https://www.academia.edu/Documents/in/Family_Centred_Interventions?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="825075" rel="nofollow" href="https://www.academia.edu/Documents/in/Vincenzo_Di_Nicola">Vincenzo Di Nicola</a>, <script data-card-contents-for-ri="825075" type="text/json">{"id":825075,"name":"Vincenzo Di Nicola","url":"https://www.academia.edu/Documents/in/Vincenzo_Di_Nicola?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3813041" rel="nofollow" href="https://www.academia.edu/Documents/in/WASP_World_Association_of_Social_Psychiatry">WASP - World Association of Social Psychiatry</a><script data-card-contents-for-ri="3813041" type="text/json">{"id":3813041,"name":"WASP - World Association of Social Psychiatry","url":"https://www.academia.edu/Documents/in/WASP_World_Association_of_Social_Psychiatry?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44547860]'), work: {"id":44547860,"title":"\"Une affaire de famille\" - Journee Profamille - Maroc - Di Nicola - 21.11.2020","created_at":"2020-11-21T07:56:21.034-08:00","url":"https://www.academia.edu/44547860/_Une_affaire_de_famille_Journee_Profamille_Maroc_Di_Nicola_21_11_2020?f_ri=103781","dom_id":"work_44547860","summary":"\"Une affaire de famille\" \n\nPrésentation plénière au congrès : \n\n21ème Journée Régionale du Réseau Francophone Profamille - \"Programme Profamille de psychoéducation des familles, Région Maroc: Réalisations et obstacles avant et pendant la pandémie Covid-19\"","downloadable_attachments":[{"id":64997232,"asset_id":44547860,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4002556,"first_name":"Vincenzo","last_name":"Di Nicola","domain_name":"umontreal","page_name":"VincenzoDiNicola","display_name":"Vincenzo Di 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16259692 coauthored" data-work_id="16259692" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16259692/Effects_of_Group_Psychoeducational_Intervention_for_Family_Members_of_People_with_Schizophrenia_Spectrum_Disorders_Results_on_Family_Cohesion_Caregiver_Burden_and_Caregiver_Depressive_Symptoms_">Effects of Group Psychoeducational Intervention for Family Members of People with Schizophrenia Spectrum Disorders: Results on Family Cohesion, Caregiver Burden, and Caregiver Depressive Symptoms,</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study endeavors to assess the effectiveness of relatives-group psychoeducation in improving family cohesion, alleviating caregivers’ burdens, and reducing depressive symptomatology in relatives of those suffering from... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16259692" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study endeavors to assess the effectiveness of relatives-group psychoeducation in improving family cohesion, alleviating caregivers’ burdens, and reducing depressive symptomatology in relatives of those suffering from schizophrenia spectrum disorders.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16259692" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa 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itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3731222" href="https://epipsi.academia.edu/AlexandraPalli">Alexandra Palli</a><script data-card-contents-for-user="3731222" type="text/json">{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-16259692">+1</span><div class="hidden js-additional-users-16259692"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KonstantinosKontoangelos">Konstantinos Kontoangelos</a></span></div></div></span><script>(function(){ var popoverSettings = { el: 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class="InlineList-item-text" data-has-card-for-ri="9789" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Caregivers_Carers">Family Caregivers/Carers</a>, <script data-card-contents-for-ri="9789" type="text/json">{"id":9789,"name":"Family Caregivers/Carers","url":"https://www.academia.edu/Documents/in/Family_Caregivers_Carers?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="47284" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_interventions">Family interventions</a><script data-card-contents-for-ri="47284" type="text/json">{"id":47284,"name":"Family interventions","url":"https://www.academia.edu/Documents/in/Family_interventions?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16259692]'), work: {"id":16259692,"title":"Effects of Group Psychoeducational Intervention for Family Members of People with Schizophrenia Spectrum Disorders: Results on Family Cohesion, Caregiver Burden, and Caregiver Depressive Symptoms,","created_at":"2015-09-28T03:11:45.129-07:00","url":"https://www.academia.edu/16259692/Effects_of_Group_Psychoeducational_Intervention_for_Family_Members_of_People_with_Schizophrenia_Spectrum_Disorders_Results_on_Family_Cohesion_Caregiver_Burden_and_Caregiver_Depressive_Symptoms_?f_ri=103781","dom_id":"work_16259692","summary":"The present study endeavors to assess the effectiveness of relatives-group psychoeducation in improving family cohesion, alleviating caregivers’ burdens, and reducing depressive symptomatology in relatives of those suffering from schizophrenia spectrum disorders. ","downloadable_attachments":[{"id":38914117,"asset_id":16259692,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3731222,"first_name":"Alexandra","last_name":"Palli","domain_name":"epipsi","page_name":"AlexandraPalli","display_name":"Alexandra Palli","profile_url":"https://epipsi.academia.edu/AlexandraPalli?f_ri=103781","photo":"/images/s65_no_pic.png"},{"id":45464028,"first_name":"Konstantinos","last_name":"Kontoangelos","domain_name":"independent","page_name":"KonstantinosKontoangelos","display_name":"Konstantinos Kontoangelos","profile_url":"https://independent.academia.edu/KonstantinosKontoangelos?f_ri=103781","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":231,"name":"Family Therapy","url":"https://www.academia.edu/Documents/in/Family_Therapy?f_ri=103781","nofollow":true},{"id":3227,"name":"Schizophrenia","url":"https://www.academia.edu/Documents/in/Schizophrenia?f_ri=103781","nofollow":true},{"id":9789,"name":"Family Caregivers/Carers","url":"https://www.academia.edu/Documents/in/Family_Caregivers_Carers?f_ri=103781","nofollow":true},{"id":47284,"name":"Family interventions","url":"https://www.academia.edu/Documents/in/Family_interventions?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781"},{"id":478622,"name":"Severe Persistent Mental Illness","url":"https://www.academia.edu/Documents/in/Severe_Persistent_Mental_Illness?f_ri=103781"},{"id":662475,"name":"Rehabilitation in Severe Mental Illness","url":"https://www.academia.edu/Documents/in/Rehabilitation_in_Severe_Mental_Illness?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66001579" data-work_id="66001579" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66001579/Research_Paper_Neuroscience_Informed_Psychoeducation_for_Recovery_A_Program_to_Promote_Metacognition_in_People_With_Substance_Use_Disorders">Research Paper: Neuroscience-Informed Psychoeducation for Recovery: A Program to Promote Metacognition in People With Substance Use Disorders</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A brief neuroscience-informed psychoeducation program (Neuroscience-Informed Psychoeducation for Recovery [NIPER]) was developed to promote awareness (metacognition) in the main cognitive domains affected by drug and alcohol use to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66001579" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A brief neuroscience-informed psychoeducation program (Neuroscience-Informed Psychoeducation for Recovery [NIPER]) was developed to promote awareness (metacognition) in the main cognitive domains affected by drug and alcohol use to increase willingness to invest time and effort in the brain and cognition recovery process. The primary aim of this pilot study was to determine the feasibility and acceptability of the NIPER program and its potential effectiveness in increasing metacognition, psychological wellbeing, and willingness for the brain and cognition recovery programs among patients with Substance Use Disorders (SUDs). Methods: A total of 56 patients with SUDs were recruited from four outpatient treatment centers in Tehran City, Iran. They participated in four 90-min weekly sessions delivered adjunct to their routine treatment. The program's effectiveness was measured in terms of metacognition and psychological wellbeing at baseline and the end of the program. The rate of adherence and participation and willingness to continue with brain and cognition recovery programs were measured as feasibility outcomes. Results: A total of 51 participants completed the study. Compared to the baseline assessments, patients reported more problems in dimensions of attention, memory, inhibitory control, decision making, motor/ speech, interoception, insight, and a higher level of psychological wellbeing (t=4.66; P<0.001). In terms of feasibility outcomes, the adherence and participation rates were found above 85%. Most participants expressed their high willingness to continue the brain and cognition recovery programs (86.2%) and would introduce NIPER to their peers (98%). Conclusion: Considering the pilot results in terms of feasibility and preliminary effectiveness of NIPER in the clinical context of addiction treatment, we think that NIPER is a potentially beneficial intervention to be offered to people with SUD. It would increase their awareness and engage them in the brain and cognition recovery process. However, the clinical efficacy of the intervention should be tested in future randomized clinical trials.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66001579" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="299b6c152f18832d8a3b964ca095cfec" rel="nofollow" data-download="{"attachment_id":77360908,"asset_id":66001579,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77360908/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27375445" href="https://iums.academia.edu/BasicandClinicalNeuroscienceJournal">Basic and Clinical Neuroscience Journal</a><script data-card-contents-for-user="27375445" type="text/json">{"id":27375445,"first_name":"Basic and Clinical Neuroscience","last_name":"Journal","domain_name":"iums","page_name":"BasicandClinicalNeuroscienceJournal","display_name":"Basic and Clinical Neuroscience Journal","profile_url":"https://iums.academia.edu/BasicandClinicalNeuroscienceJournal?f_ri=103781","photo":"https://0.academia-photos.com/27375445/7784072/9638593/s65_basic_and_clinical_neuroscience.journal.jpg"}</script></span></span></li><li class="js-paper-rank-work_66001579 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66001579"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66001579, container: ".js-paper-rank-work_66001579", }); 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$(".js-view-count[data-work-id=66001579]").text(description); $(".js-view-count-work_66001579").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66001579").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66001579"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="161" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8667" rel="nofollow" href="https://www.academia.edu/Documents/in/Metacognition">Metacognition</a>, <script data-card-contents-for-ri="8667" type="text/json">{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="197351" rel="nofollow" href="https://www.academia.edu/Documents/in/Awareness">Awareness</a><script data-card-contents-for-ri="197351" type="text/json">{"id":197351,"name":"Awareness","url":"https://www.academia.edu/Documents/in/Awareness?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66001579]'), work: {"id":66001579,"title":"Research Paper: Neuroscience-Informed Psychoeducation for Recovery: A Program to Promote Metacognition in People With Substance Use Disorders","created_at":"2021-12-26T01:17:39.954-08:00","url":"https://www.academia.edu/66001579/Research_Paper_Neuroscience_Informed_Psychoeducation_for_Recovery_A_Program_to_Promote_Metacognition_in_People_With_Substance_Use_Disorders?f_ri=103781","dom_id":"work_66001579","summary":"A brief neuroscience-informed psychoeducation program (Neuroscience-Informed Psychoeducation for Recovery [NIPER]) was developed to promote awareness (metacognition) in the main cognitive domains affected by drug and alcohol use to increase willingness to invest time and effort in the brain and cognition recovery process. The primary aim of this pilot study was to determine the feasibility and acceptability of the NIPER program and its potential effectiveness in increasing metacognition, psychological wellbeing, and willingness for the brain and cognition recovery programs among patients with Substance Use Disorders (SUDs). Methods: A total of 56 patients with SUDs were recruited from four outpatient treatment centers in Tehran City, Iran. They participated in four 90-min weekly sessions delivered adjunct to their routine treatment. The program's effectiveness was measured in terms of metacognition and psychological wellbeing at baseline and the end of the program. The rate of adherence and participation and willingness to continue with brain and cognition recovery programs were measured as feasibility outcomes. Results: A total of 51 participants completed the study. Compared to the baseline assessments, patients reported more problems in dimensions of attention, memory, inhibitory control, decision making, motor/ speech, interoception, insight, and a higher level of psychological wellbeing (t=4.66; P\u003c0.001). In terms of feasibility outcomes, the adherence and participation rates were found above 85%. Most participants expressed their high willingness to continue the brain and cognition recovery programs (86.2%) and would introduce NIPER to their peers (98%). Conclusion: Considering the pilot results in terms of feasibility and preliminary effectiveness of NIPER in the clinical context of addiction treatment, we think that NIPER is a potentially beneficial intervention to be offered to people with SUD. It would increase their awareness and engage them in the brain and cognition recovery process. However, the clinical efficacy of the intervention should be tested in future randomized clinical trials.","downloadable_attachments":[{"id":77360908,"asset_id":66001579,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27375445,"first_name":"Basic and Clinical Neuroscience","last_name":"Journal","domain_name":"iums","page_name":"BasicandClinicalNeuroscienceJournal","display_name":"Basic and Clinical Neuroscience Journal","profile_url":"https://iums.academia.edu/BasicandClinicalNeuroscienceJournal?f_ri=103781","photo":"https://0.academia-photos.com/27375445/7784072/9638593/s65_basic_and_clinical_neuroscience.journal.jpg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=103781","nofollow":true},{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":197351,"name":"Awareness","url":"https://www.academia.edu/Documents/in/Awareness?f_ri=103781","nofollow":true},{"id":659018,"name":"Substance Use Disorders","url":"https://www.academia.edu/Documents/in/Substance_Use_Disorders?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_63797006" data-work_id="63797006" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/63797006/A_Web_based_Psychoeducation_Program_for_People_with_Pathological_Dissociation_Development_and_Pilot_Testing">A Web-based Psychoeducation Program for People with Pathological Dissociation: Development and Pilot Testing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: Although people with pathological dissociation (PD) can benefit from specific interventions, there are challenges in providing suitable interventions for them in the field (e.g., high cost, lack of specialized services, stigma).... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_63797006" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: Although people with pathological dissociation (PD) can benefit from specific interventions, there are challenges in providing suitable interventions for them in the field (e.g., high cost, lack of specialized services, stigma). Many people with PD cannot receive dissociation-focused services in their current service locations. It is important to develop easily-accessible interventions that can support people with PD, especially for those who cannot access dissociationspecific treatment. The authors developed a web-based psychoeducation program to support people with PD, and examined its feasibility and acceptability. Method: A single-group pretest-posttest pilot study was conducted. Results: Findings showed that most of the intended psychosocial outcomes were achieved as planned, which initially proved the feasibility and acceptability of the program. Discussion: This is one of the first studies that report the use of webbased interventions to support people with PD, especially those who are in the early stages of recovery. The findings suggest that information and communication technology can contribute to different aspects of clinical practice, including recruitment, engagement, assessment and interventions. Further discussion and research are required.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/63797006" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="efd82acc6076dd2979f9729e76eb959f" rel="nofollow" data-download="{"attachment_id":76100463,"asset_id":63797006,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76100463/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41567843" href="https://independent.academia.edu/ColinRoss1">Colin Ross</a><script data-card-contents-for-user="41567843" type="text/json">{"id":41567843,"first_name":"Colin","last_name":"Ross","domain_name":"independent","page_name":"ColinRoss1","display_name":"Colin Ross","profile_url":"https://independent.academia.edu/ColinRoss1?f_ri=103781","photo":"https://0.academia-photos.com/41567843/69751934/58156646/s65_colin.ross.jpg"}</script></span></span></li><li class="js-paper-rank-work_63797006 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="63797006"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 63797006, container: ".js-paper-rank-work_63797006", }); 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Many people with PD cannot receive dissociation-focused services in their current service locations. It is important to develop easily-accessible interventions that can support people with PD, especially for those who cannot access dissociationspecific treatment. The authors developed a web-based psychoeducation program to support people with PD, and examined its feasibility and acceptability. Method: A single-group pretest-posttest pilot study was conducted. Results: Findings showed that most of the intended psychosocial outcomes were achieved as planned, which initially proved the feasibility and acceptability of the program. Discussion: This is one of the first studies that report the use of webbased interventions to support people with PD, especially those who are in the early stages of recovery. The findings suggest that information and communication technology can contribute to different aspects of clinical practice, including recruitment, engagement, assessment and interventions. Further discussion and research are required.","downloadable_attachments":[{"id":76100463,"asset_id":63797006,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41567843,"first_name":"Colin","last_name":"Ross","domain_name":"independent","page_name":"ColinRoss1","display_name":"Colin Ross","profile_url":"https://independent.academia.edu/ColinRoss1?f_ri=103781","photo":"https://0.academia-photos.com/41567843/69751934/58156646/s65_colin.ross.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":126773,"name":"Pscyhology","url":"https://www.academia.edu/Documents/in/Pscyhology?f_ri=103781","nofollow":true},{"id":154396,"name":"Pathological dissociation","url":"https://www.academia.edu/Documents/in/Pathological_dissociation?f_ri=103781","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52719792" data-work_id="52719792" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52719792/Youth_and_Family_Impacts_of_the_COVID_19_Syndemic">Youth and Family Impacts of the COVID-19 Syndemic</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Symposium Title: Could the recovery of a psychotic patient be achieved without psychoeducation programs and without the involvement of families and caregivers? Said Fattah, Yann Hodé, Mathew Varghese, Vincenzo Di Nicola... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52719792" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Symposium Title: <br /> <br />Could the recovery of a psychotic patient be achieved without psychoeducation programs and without the involvement of families and caregivers? <br /> <br />Said Fattah, Yann Hodé, Mathew Varghese, Vincenzo Di Nicola <br /> <br />Chairs: Mathew Varghese, Hachem Tyal <br /> <br />Considering the main theme of the Congress “Innovations in Social Psychiatry Across the World,” our symposium, which is organized by the WASP Section of Family Intervention Programs, will address both themes proposed by the congress: Psychosocial Interventions in Psychiatry and Mental Health Users and Care Givers and their role in improving the recovery of psychotic patients, especially with the Covid-19 pandemic tsunami: <br /> <br />(1) Prof. Mathew Varghese will talk about Family interventions with psychoses, in the time of the Covid-19 pandemic through a trial of an online caregiver training program. <br /> <br />(2) Dr. Yann Hodé’s presentation addresses whether the Family Intervention Program “Profamille” reduces suicidality due to better compliance. <br /> <br />(3) Dr. Fattah’s presentation will develop a new management paradigm involving a former patient as a new agent of recovery and elaborate the role of the Peer Health Mediator within an outpatient unit and what he brings with his experiential knowledge of the disease, promoting recovery in patients and empowerment in their families. <br /> <br />(4) Prof. Vincenzo Di Nicola addresses the impact on vulnerable youth and families of the Covid-19 “syndemic” (defined as a series of simultaneous pandemics with both biological and social psychiatric vectors), with an emphasis on youth at risk for psychosis and related mental and relational disorders. <br /> <br />Key Words: Family Intervention Programs, Caregivers, Recovery</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/52719792" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b55dade3ed95582f33324b48c17062ba" rel="nofollow" data-download="{"attachment_id":69850784,"asset_id":52719792,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="109714" rel="nofollow" href="https://www.academia.edu/Documents/in/Adverse_Events">Adverse Events</a><script data-card-contents-for-ri="109714" type="text/json">{"id":109714,"name":"Adverse Events","url":"https://www.academia.edu/Documents/in/Adverse_Events?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=52719792]'), work: {"id":52719792,"title":"Youth and Family Impacts \u000bof the COVID-19 Syndemic","created_at":"2021-09-18T08:26:08.971-07:00","url":"https://www.academia.edu/52719792/Youth_and_Family_Impacts_of_the_COVID_19_Syndemic?f_ri=103781","dom_id":"work_52719792","summary":"Symposium Title: \r\n\r\nCould the recovery of a psychotic patient be achieved without psychoeducation programs and without the involvement of families and caregivers? \r\n \r\nSaid Fattah, Yann Hodé, Mathew Varghese, Vincenzo Di Nicola\r\n\r\nChairs: Mathew Varghese, Hachem Tyal\r\n\r\nConsidering the main theme of the Congress “Innovations in Social Psychiatry Across the World,” our symposium, which is organized by the WASP Section of Family Intervention Programs, will address both themes proposed by the congress: Psychosocial Interventions in Psychiatry and Mental Health Users and Care Givers and their role in improving the recovery of psychotic patients, especially with the Covid-19 pandemic tsunami:\r\n\r\n(1)\tProf. Mathew Varghese will talk about Family interventions with psychoses, in the time of the Covid-19 pandemic through a trial of an online caregiver training program.\r\n\r\n(2)\tDr. Yann Hodé’s presentation addresses whether the Family Intervention Program “Profamille” reduces suicidality due to better compliance.\r\n\r\n(3)\tDr. Fattah’s presentation will develop a new management paradigm involving a former patient as a new agent of recovery and elaborate the role of the Peer Health Mediator within an outpatient unit and what he brings with his experiential knowledge of the disease, promoting recovery in patients and empowerment in their families.\r\n\r\n(4)\tProf. Vincenzo Di Nicola addresses the impact on vulnerable youth and families of the Covid-19 “syndemic” (defined as a series of simultaneous pandemics with both biological and social psychiatric vectors), with an emphasis on youth at risk for psychosis and related mental and relational disorders. \r\n\r\nKey Words: Family Intervention Programs, Caregivers, Recovery\r\n\r\n\r\n","downloadable_attachments":[{"id":69850784,"asset_id":52719792,"asset_type":"Work","always_allow_download":false},{"id":69850213,"asset_id":52719792,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4002556,"first_name":"Vincenzo","last_name":"Di Nicola","domain_name":"umontreal","page_name":"VincenzoDiNicola","display_name":"Vincenzo Di Nicola","profile_url":"https://umontreal.academia.edu/VincenzoDiNicola?f_ri=103781","photo":"https://0.academia-photos.com/4002556/1516360/126409470/s65_vincenzo.di_nicola.jpg"}],"research_interests":[{"id":1909,"name":"Family studies","url":"https://www.academia.edu/Documents/in/Family_studies?f_ri=103781","nofollow":true},{"id":6385,"name":"Syndemics","url":"https://www.academia.edu/Documents/in/Syndemics?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":109714,"name":"Adverse 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Experiences","url":"https://www.academia.edu/Documents/in/Adverse_Childhood_Experiences?f_ri=103781"},{"id":1691715,"name":"Adverse Childhood Experiences (ACE)","url":"https://www.academia.edu/Documents/in/Adverse_Childhood_Experiences_ACE_?f_ri=103781"},{"id":1699563,"name":"Syndemic Theory","url":"https://www.academia.edu/Documents/in/Syndemic_Theory?f_ri=103781"},{"id":3704445,"name":"IMPACTS OF COVID-19 PANDEMIC ","url":"https://www.academia.edu/Documents/in/IMPACTS_OF_COVID-19_PANDEMIC?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49287023" data-work_id="49287023" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49287023/Effect_of_a_Psycho_education_Interventions_on_Postpartum_Health_in_North_of_IRAN">Effect of a Psycho education Interventions on Postpartum Health in North of IRAN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background and objectives: Mental disorders during pregnancy and postpartum period can affect the quality of life of mother, baby and the whole family. Psychoeducation can be offered to those at risk to prevent or reduce the incidence of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49287023" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background and objectives: Mental disorders during pregnancy and postpartum period can affect the quality of life of mother, baby and the whole family. Psychoeducation can be offered to those at risk to prevent or reduce the incidence of these disorders, but the most appropriate time for such intervention is not determined yet. The aim of this study was to evaluate the effectiveness of a psychoeducation intervention 48 hours before delivery on postpartum general health and to identify the potential role of family in reducing the incidence and severity of these disorders. Methods: This randomized clinical trial was conducted on 80 pregnant mothers admitted to maternity ward of Shahid Sayyad Shirazi Hospital in Gorgan, Iran. Subjects were randomly divided into an intervention (n=40) and a control (n=40) group. Subjects in the intervention group and their spouses received education on postpartum mental health 48 hours before the estimated delivery date. The control group received no education. Data were collected using a demographic questionnaire and the general health questionnaire-28 (GHQ-28) at baseline and at 2 nd and 4 th week postpartum. Data were analyzed using SPSS (version 18) at significance level of 0.05. Results: The mean age was 26.3±5.6 years in the intervention group and 27.9 ± 5.1 years in the control group. There was no significant difference between the groups in terms of age, pregnancy order, number of abortions, type of delivery and history of addiction at baseline. The total GHQ-28 score significantly decreased from baseline to the fourth week postpartum in both groups (P=0.001). There was no significant difference between the groups in terms of total GHQ-28 score reduction (P>0.05). In addition, there was no significant difference between the groups in terms of change in GHQ-28 subscale scores over time. Conclusion: The findings of this study indicate that short-term educational intervention, 24-48 hours before delivery, is not effective in improving mental health in the postpartum period. Therefore, educational interventions should be conducted either weeks before or after delivery.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49287023" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c7af267a54bd84f2e582eee7db786402" rel="nofollow" data-download="{"attachment_id":67671428,"asset_id":49287023,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67671428/download_file?st=MTc0MDU0MDkzNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="157695632" href="https://goums.academia.edu/JCBRjcbr">JCBR jcbr</a><script data-card-contents-for-user="157695632" type="text/json">{"id":157695632,"first_name":"JCBR","last_name":"jcbr","domain_name":"goums","page_name":"JCBRjcbr","display_name":"JCBR jcbr","profile_url":"https://goums.academia.edu/JCBRjcbr?f_ri=103781","photo":"https://0.academia-photos.com/157695632/44307725/34923818/s65_jcbr.jcbr.png"}</script></span></span></li><li class="js-paper-rank-work_49287023 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49287023"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49287023, container: ".js-paper-rank-work_49287023", }); 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$(".js-view-count[data-work-id=49287023]").text(description); $(".js-view-count-work_49287023").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49287023").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49287023"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2240" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychotherapy">Psychotherapy</a>, <script data-card-contents-for-ri="2240" type="text/json">{"id":2240,"name":"Psychotherapy","url":"https://www.academia.edu/Documents/in/Psychotherapy?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7470" rel="nofollow" href="https://www.academia.edu/Documents/in/Quality_of_life">Quality of life</a>, <script data-card-contents-for-ri="7470" type="text/json">{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="171144" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Disorders">Mental Disorders</a><script data-card-contents-for-ri="171144" type="text/json">{"id":171144,"name":"Mental Disorders","url":"https://www.academia.edu/Documents/in/Mental_Disorders?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49287023]'), work: {"id":49287023,"title":"Effect of a Psycho education Interventions on Postpartum Health in North of IRAN","created_at":"2021-06-18T20:47:41.656-07:00","url":"https://www.academia.edu/49287023/Effect_of_a_Psycho_education_Interventions_on_Postpartum_Health_in_North_of_IRAN?f_ri=103781","dom_id":"work_49287023","summary":"Background and objectives: Mental disorders during pregnancy and postpartum period can affect the quality of life of mother, baby and the whole family. Psychoeducation can be offered to those at risk to prevent or reduce the incidence of these disorders, but the most appropriate time for such intervention is not determined yet. The aim of this study was to evaluate the effectiveness of a psychoeducation intervention 48 hours before delivery on postpartum general health and to identify the potential role of family in reducing the incidence and severity of these disorders. Methods: This randomized clinical trial was conducted on 80 pregnant mothers admitted to maternity ward of Shahid Sayyad Shirazi Hospital in Gorgan, Iran. Subjects were randomly divided into an intervention (n=40) and a control (n=40) group. Subjects in the intervention group and their spouses received education on postpartum mental health 48 hours before the estimated delivery date. The control group received no education. Data were collected using a demographic questionnaire and the general health questionnaire-28 (GHQ-28) at baseline and at 2 nd and 4 th week postpartum. Data were analyzed using SPSS (version 18) at significance level of 0.05. Results: The mean age was 26.3±5.6 years in the intervention group and 27.9 ± 5.1 years in the control group. There was no significant difference between the groups in terms of age, pregnancy order, number of abortions, type of delivery and history of addiction at baseline. The total GHQ-28 score significantly decreased from baseline to the fourth week postpartum in both groups (P=0.001). There was no significant difference between the groups in terms of total GHQ-28 score reduction (P\u003e0.05). In addition, there was no significant difference between the groups in terms of change in GHQ-28 subscale scores over time. Conclusion: The findings of this study indicate that short-term educational intervention, 24-48 hours before delivery, is not effective in improving mental health in the postpartum period. Therefore, educational interventions should be conducted either weeks before or after delivery.","downloadable_attachments":[{"id":67671428,"asset_id":49287023,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":157695632,"first_name":"JCBR","last_name":"jcbr","domain_name":"goums","page_name":"JCBRjcbr","display_name":"JCBR jcbr","profile_url":"https://goums.academia.edu/JCBRjcbr?f_ri=103781","photo":"https://0.academia-photos.com/157695632/44307725/34923818/s65_jcbr.jcbr.png"}],"research_interests":[{"id":2240,"name":"Psychotherapy","url":"https://www.academia.edu/Documents/in/Psychotherapy?f_ri=103781","nofollow":true},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=103781","nofollow":true},{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":171144,"name":"Mental Disorders","url":"https://www.academia.edu/Documents/in/Mental_Disorders?f_ri=103781","nofollow":true},{"id":3067129,"name":"postpartum period","url":"https://www.academia.edu/Documents/in/postpartum_period?f_ri=103781"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41097993" data-work_id="41097993" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/41097993/La_connaissance_comme_ressource_d_adaptation_pour_les_enfants">La connaissance comme ressource d’adaptation pour les enfants</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Il est estimé qu’en 2002, au Canada, 12% des enfants de moins de 12 ans vivaient avec un parent souffrant de dépression, d’anxiété, d’un trouble bipolaire, ou d’une dépendance à une substance (Bassani et al., 2009). Les études concernant... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41097993" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Il est estimé qu’en 2002, au Canada, 12% des enfants de moins de 12 ans vivaient avec un parent souffrant de dépression, d’anxiété, d’un trouble bipolaire, ou d’une dépendance à une substance (Bassani et al., 2009). Les études concernant les enfants vivant avec un parent ayant une maladie mentale ont montré que ceux-ci avaient un besoin criant de connaissances à ce sujet (Reupert, Cuff, & Maybery, 2015; Wahl et al., 2017). Des études ont identifié cinq thèmes concernant les besoins d’information de ces enfants, dont les quatre suivants seront discutés dans cet article: (1) la maladie mentale du parent en tant que telle, (2) la stigmatisation, (3) la recherche d’aide ou de soutien, et (4) le développement des capacités d’adaptation des enfants (Riebschleger et al., 2017).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41097993" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4430774" href="https://mcgill.academia.edu/ChristopheBedeaux">Christophe Bedeaux</a><script data-card-contents-for-user="4430774" type="text/json">{"id":4430774,"first_name":"Christophe","last_name":"Bedeaux","domain_name":"mcgill","page_name":"ChristopheBedeaux","display_name":"Christophe Bedeaux","profile_url":"https://mcgill.academia.edu/ChristopheBedeaux?f_ri=103781","photo":"https://0.academia-photos.com/4430774/1805907/3442662/s65_christophe.bedeaux.jpg"}</script></span></span></li><li class="js-paper-rank-work_41097993 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41097993"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41097993, container: ".js-paper-rank-work_41097993", }); 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$(".js-view-count[data-work-id=41097993]").text(description); $(".js-view-count-work_41097993").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41097993").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41097993"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="103781" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoeducation">Psychoeducation</a>, <script data-card-contents-for-ri="103781" type="text/json">{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="260251" rel="nofollow" href="https://www.academia.edu/Documents/in/Sante_Mentale">Santé Mentale</a>, <script data-card-contents-for-ri="260251" type="text/json">{"id":260251,"name":"Santé Mentale","url":"https://www.academia.edu/Documents/in/Sante_Mentale?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="419009" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychiatrie">Psychiatrie</a>, <script data-card-contents-for-ri="419009" type="text/json">{"id":419009,"name":"Psychiatrie","url":"https://www.academia.edu/Documents/in/Psychiatrie?f_ri=103781","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="683069" rel="nofollow" href="https://www.academia.edu/Documents/in/Parentalite">Parentalité</a><script data-card-contents-for-ri="683069" type="text/json">{"id":683069,"name":"Parentalité","url":"https://www.academia.edu/Documents/in/Parentalite?f_ri=103781","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41097993]'), work: {"id":41097993,"title":"La connaissance comme ressource d’adaptation pour les enfants","created_at":"2019-11-27T12:17:18.416-08:00","url":"https://www.academia.edu/41097993/La_connaissance_comme_ressource_d_adaptation_pour_les_enfants?f_ri=103781","dom_id":"work_41097993","summary":"Il est estimé qu’en 2002, au Canada, 12% des enfants de moins de 12 ans vivaient avec un parent souffrant de dépression, d’anxiété, d’un trouble bipolaire, ou d’une dépendance à une substance (Bassani et al., 2009). Les études concernant les enfants vivant avec un parent ayant une maladie mentale ont montré que ceux-ci avaient un besoin criant de connaissances à ce sujet (Reupert, Cuff, \u0026 Maybery, 2015; Wahl et al., 2017). Des études ont identifié cinq thèmes concernant les besoins d’information de ces enfants, dont les quatre suivants seront discutés dans cet article: (1) la maladie mentale du parent en tant que telle, (2) la stigmatisation, (3) la recherche d’aide ou de soutien, et (4) le développement des capacités d’adaptation des enfants (Riebschleger et al., 2017). ","downloadable_attachments":[],"ordered_authors":[{"id":4430774,"first_name":"Christophe","last_name":"Bedeaux","domain_name":"mcgill","page_name":"ChristopheBedeaux","display_name":"Christophe Bedeaux","profile_url":"https://mcgill.academia.edu/ChristopheBedeaux?f_ri=103781","photo":"https://0.academia-photos.com/4430774/1805907/3442662/s65_christophe.bedeaux.jpg"}],"research_interests":[{"id":103781,"name":"Psychoeducation","url":"https://www.academia.edu/Documents/in/Psychoeducation?f_ri=103781","nofollow":true},{"id":260251,"name":"Santé 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