oalib
Search Results: 1 - 10 of 100 matches for " "
All listed articles are free for downloading (OA Articles)
Page 1 /100
Display every page Item
Using Intervention Mapping to develop a programme to prevent sexually transmittable infections, including HIV, among heterosexual migrant men
Mireille EG Wolfers, Caty van den Hoek, Johannes Brug, Onno de Zwart
BMC Public Health , 2007, DOI: 10.1186/1471-2458-7-141
Abstract: First a needs assessment was carried out. Then, a literature review was done, key figures were interviewed and seven group discussions were held. Subsequently, the results were translated into specific objectives ("change objectives") and used in intervention development for two subgroups: men with an Afro-Caribbean background and unmarried men with a Turkish and Moroccan background. A matrix of change objectives was made for each subgroup and suitable theoretical methods and practical strategies were selected. Culturally-tailored interventions were designed and were pre-tested among the target groups.This development process resulted in two interventions for specific subgroups that were appreciated by both the target groups and the migrant prevention workers. The project took place in collaboration with a university center, which provided an opportunity to get expert advice at every step of the Intervention Mapping process. At relevant points of the development process, migrant health educators and target group members provided advice and feedback on the draft intervention materials.This intervention development project indicates that careful well-informed intervention development using Intervention Mapping is feasible in the daily practice of the MPHS, provided that sufficient time and expertise on this approach is available. Further research should test the effectiveness of these interventions.The number of registered new sexually transmitted infections (STI) in the Netherlands has been increasing for several years [1], and reinforcement and extension of preventive actions is necessary. In the Netherlands, as well as in other Western European countries, ethnic minority groups originating from countries with a high prevalence of heterosexually transmitted HIV (Sub-Saharan Africa, Caribbean region) have higher HIV incidence levels. These groups are therefore recognized as important target populations for prevention [1-4]. Heterosexual migrant men are a priority gro
Process and Product in Cross-Cultural Treatment Research: Development of a Culturally Sensitive Women-Centered Substance Use Intervention in Georgia  [PDF]
Hendrée E. Jones,Irma Kirtadze,David Otiashvili,Kevin E. O’Grady,Keryn Murphy,William Zule,Evgeny Krupitsky,Wendee M. Wechsberg
Journal of Addiction , 2014, DOI: 10.1155/2014/163603
Abstract: Women who inject drugs (WID) are highly marginalized and stigmatized and experience ongoing discrimination in Georgia. Few opportunities exist for WID to receive publicly funded treatment for substance use disorders. The IMEDI (Investigating Methods for Enhancing Development in Individuals) project was developed in response to the need for women-specific and women-centered treatment services. This paper described our approach to understanding the Georgian culture—and WID within that culture—so that we could integrate two interventions for substance use found effective in other Western and non-Western cultures and to outline how we refined and adapted our integrated intervention to yield a comprehensive women-centered intervention for substance use. Reinforcement Based Treatment (RBT) and the Women’s CoOp (WC) were adapted and refined based on in-depth interviews with WID () and providers of health services () to such women and focus groups [2 with WID () and 2 with health service providers ()]. The resulting comprehensive women-centered intervention, RBT+WC, was then pretested and further refined in a sample of 20?WID. Results indicated positive pre-post changes in urine screening results and perceived needs for both RBT+WC and a case management control condition. The approach to treatment adaptation and the revised elements of RBT+WC are presented and discussed. 1. Background and Aims Injection-drug-using individuals are highly marginalized, highly stigmatized, and are at increased risk for STIs, HCV, and HIV worldwide [1]. Women who inject drugs (WID) experience this same marginalization, stigmatization, and increased risk for disease—without any recognition for the need for research and service delivery focused on their unique needs [1]. WID in Georgia are likewise highly marginalized and stigmatized and experience ongoing discrimination in Georgia. Although they represent up to 10% of the adult substance-using population [2, 3], only 1–5% of drug-related service beneficiaries are women [4, 5]. The World Health Organization [1] has recently called for worldwide efforts to provide treatment services for women to meet their unique needs, including physical abuse and violence. Women in Georgia who use illicit substances commonly experience emotional abuse, physical aggression, and sexual violence [6]. Such violations are rooted in social norms and traditions and a cultural environment that supports asymmetry in gender roles and places restrictions on women’s freedom and independence [7]. Recent economic problems in Georgia have facilitated women’s rise
Disabled People as Culturally Relevant Teachers
Gail Pritchard
Journal of Social Inclusion , 2010,
Abstract: This paper contends that disabled teachers are in such short supply as to be invisible even amongst minority teachers from already vastly marginalised populations. This is not simply because discriminatory practices are embedded within employment policies of educational systems, but deeply held socio-cultural attitudes also prevent disabled people accessing and attaining basic and later, higher levels of academic achievement. The central argument here is a simple one; disabled people as teachers offer a unique knowledge standpoint, challenge the animosity of dominant cultural beliefs around disability as analogous with passivity or non-achieving, and provide a source of resistance, solace and resolution for students they teach. Disabled people as educators enact exemplary pedagogic justice and socially inclusive practice. The aim of this paper is to explore the benefits to students and places of higher education alike of embracing both the person and the role of the teacher with disability as culturally relevant educators.
Meeting Their Fullest Potential: The Beliefs and Teaching of a Culturally Relevant Science Teacher  [PDF]
Charlease P. Kelly-Jackson, Tambra O. Jackson
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.24059
Abstract: As elementary and middle school children of color continue to score poorly on science standardized tests, culturally relevant teaching has been shown to be an effective approach to addressing the social and academic needs of students from diverse backgrounds. In this article, we illustrate how the theory of culturally relevant pedagogy is embraced in the teaching beliefs of a sixth grade science teacher in a rural, low socioeconomic, predominantly African American school. The findings from a qualitative case study reveal beliefs and teaching practices consistent with three major tenets of culturally relevant pedagogy: conceptions of self and students; social relations; and perceptions of knowledge (Ladson-Billings, 2009). This study builds upon the culturally relevant pedagogy knowledge base by illustrating the tenets of this theory in the beliefs and teaching practices of a sixth grade science teacher.
早产儿序贯综合预防干预方法及对智能发育疗效的影响
The effect of sequential, comprehensive, preventive intervention on the development of premature infants′ intelligence
 [PDF]

郭敬民,欧萍,卢国斌,钱沁芳,杨式薇,黄艳,谢燕钦,刘桂华,黄龙生,施晓茜
- , 2018,
Abstract: 目的 探讨早产儿序贯综合预防干预方法及对智能发育的疗效观察。 方法 纳入本院符合条件的早产儿病例资料120例,按随机数字表法分为观察组和对照组,每组60例,对照组采取常规干预措施,观察组在此基础上采用序贯综合预防干预的方法,针对性进行早期医疗干预及专业智能强化训练干预,包括新生儿疾病筛查、病房与门诊衔接、早期干预、早教光碟教育以及开展家长健康教育活动等,所有早产儿从出生后开始干预并随访至36月龄,分别于出生12、24和36个月时,采用0~6岁小儿神经心理发育检查表测查婴幼儿的适应能力、精细运动、语言、大运动及社交行为等五大领域的发育水平,测定计算婴幼儿的DQ,并进行统计学分析评判比较。 结果 干预12个月时,2组早产儿的适应性和精细动作比较,差异有统计学意义(P<0.01);干预24个月和36个月时,2组早产儿在语言、适应性、精细动作方面比较,差异均有统计学意义(P<0.05)。观察组早产儿在12、24和36月龄时的DQ值较对照组同时间点均有明显提高(P<0.05)。2组早产儿在12月龄与24月龄时的DQ值组内比较,差异有统计学意义(P<0.05);而在24月龄与36月龄时的DQ值组内比较,差异均统计学意义(P>0.05)。 结论 早产儿出生后前2年是干预的关键期,此时行序贯综合预防干预可有效促进早产儿的智能发育,改善早产儿近远期生存质量。
Objective To explore the effect of sequential and comprehensive preventative measures on the development of premature infants′ intelligence. Methods A cohort of 120 premature infants was randomly divided into an observation group and a control group, each of 60. Both groups were given routine premature infant care, but the observation group was additionally provided with sequential and comprehensive preventive intervention. It included neonatal screening, inpatient-outpatient link-up, and their parents′ watching CDs explaining early childhood education and health education. All of the infants were followed up from birth to 3 years old. Their adaptive capacity, fine motor skills, language acquisition, gross motor skills and social communication were evaluated at 12, 24 and 36 months old using a child intelligence developmental scale for neurological development. Development intelligence quotients (DQs) were calculated and compared. Results After 12 months, significant inter-group differences were observed in adaptability and fine motor control. At 24 and 36 months old there were also significant differences in language skills. At one, two and 3 years old the average DQ of the observation group was significantly higher than that of the control group. Significant within-group differences in average DQ were observed in both groups between 1 and 2 years old, but not between 2 and 3. Conclusion Intervention within two years after birth is critical for premature infants. Timely, sequential, integrated, preventive intervention can promote the development of intelligence and better life quality for premature infants
Using the intervention mapping protocol to develop a community-based intervention for the prevention of childhood obesity in a multi-centre European project: the IDEFICS intervention
Vera Verbestel, Stefaan De Henauw, Lea Maes, Leen Haerens, Staffan M?rild, Gabriele Eiben, Lauren Lissner, Luis A Moreno, Natalia Frauca, Gianvincenzo Barba, éva Kovács, Kenn Konstabel, Michael Tornaritis, Katharina Gallois, Holger Hassel, Ilse De Bourdeaudhuij
International Journal of Behavioral Nutrition and Physical Activity , 2011, DOI: 10.1186/1479-5868-8-82
Abstract: The intervention mapping protocol (IMP) was used to develop the community-based intervention for the prevention of childhood obesity in 3 to 10 years old children. It is a theory- and evidence-based tool for the structured planning and development of health promotion programs that requires the completion of six different steps. These steps were elaborated by two coordinating centers and discussed with the other participating centers until agreement was reached. Focus group research was performed in all participating centers to provide an informed basis for intervention development.The application of the IMP resulted in an overall intervention framework with ten intervention modules targeting environmental and personal factors through the family, the school and the community. The summary results of the focus group research were used to inform the development of the overall intervention. The cultural adaptation of the overall intervention was realised by using country specific focus group results. The need for cultural adaptation was considered during the entire process to improve program adoption and implementation. A plan was developed to evaluate program effectiveness and quality of implementation.The IDEFICS project developed a community-based intervention for the prevention of childhood obesity by using to the intervention mapping heuristic. The IDEFICS intervention consists of a general and standardized intervention framework that allows for cultural adaptation to make the intervention feasible and to enhance deliverability in all participating countries. The present manuscript demonstrates that the development of an intervention is a long process that needs to be done systematically. Time, human resources and finances need to be planned beforehand to make interventions evidence-based and culturally relevant.The prevalence of overweight and obesity in Europe has increased during the past decades [1,2] and is considered a significant public health problem [2]. Th
Preventive medical care in remote Aboriginal communities in the Northern Territory: a follow-up study of the impact of clinical guidelines, computerised recall and reminder systems, and audit and feedback  [cached]
Bailie Ross S,Togni Samantha J,Si Damin,Robinson Gary
BMC Health Services Research , 2003,
Abstract: Background Interventions to improve delivery of preventive medical services have been shown to be effective in North America and the UK. However, there are few studies of the extent to which the impact of such interventions has been sustained, or of the impact of such interventions in disadvantaged populations or remote settings. This paper describes the trends in delivery of preventive medical services following a multifaceted intervention in remote community health centres in the Northern Territory of Australia. Methods The intervention comprised the development and dissemination of best practice guidelines supported by an electronic client register, recall and reminder systems and associated staff training, and audit and feedback. Clinical records in seven community health centres were audited at regular intervals against best practice guidelines over a period of three years, with feedback of audit findings to health centre staff and management. Results Levels of service delivery varied between services and between communities. There was an initial improvement in service levels for most services following the intervention, but improvements were in general not fully sustained over the three year period. Conclusions Improvements in service delivery are consistent with the international experience, although baseline and follow-up levels are in many cases higher than reported for comparable studies in North America and the UK. Sustainability of improvements may be achieved by institutionalisation of relevant work practices and enhanced health centre capacity.
A typology of practice narratives during the implementation of a preventive, community intervention trial
Therese Riley, Penelope Hawe
Implementation Science , 2009, DOI: 10.1186/1748-5908-4-80
Abstract: We undertook a narrative analysis of in-depth, unstructured field diaries kept by nine community development practitioners for two years. The practitioners were responsible for implementing a multi-component, preventive, community-level intervention for mothers of new babies in eight communities, as part of a cluster randomised community intervention trial. We constructed a narrative typology of approaches to practice, drawing on the phenomenology of Alfred Schutz and Max Weber's Ideal Type theory.Five types of practice emerged, from a highly 'technology-based' type that was faithful to intervention specifications, through to a 'romantic' type that held relationships to be central to daily operations, with intact relationships being the final arbiter of intervention success. The five types also differed in terms of how others involved in the intervention were characterized, the narrative form (e.g., tragedy, satire) and where and how transformative change in communities was best created. This meant that different types traded-off or managed the priorities of the intervention differently, according to the deeply held values of their type.The data set constructed for this analysis is unique. It revealed that practitioners not only exercise their agency within interventions, they do so systematically, that is, according to a pattern. The typology is the first of its kind and, if verified through replication, may have value for anticipating intervention dynamics and explaining implementation variation in community interventions.Although there are established methods for tracking the delivery of health promotion and preventive interventions [1,2], the dynamic of what happens in practice still remains elusive [3]. Many large-scale community-level preventive interventions over the last 20 years have failed or have had very modest effects [4,5]. This has been attributed in part by many commentators to the fact that investigators rarely examine in detail what happens within
Translating global recommendations on HIV and infant feeding to the local context: the development of culturally sensitive counselling tools in the Kilimanjaro Region, Tanzania
Sebalda C Leshabari, Peggy Koniz-Booher, Anne N ?str?m, Marina M de Paoli, Karen M Moland
Implementation Science , 2006, DOI: 10.1186/1748-5908-1-22
Abstract: Formative research using a combination of qualitative methods preceded the development of the intervention and mapped existing practices, perceptions and attitudes towards HIV and infant feeding (HIV/IF) among mothers, counsellors and community members. Intervention Mapping (IM) protocol guided the development of the overall intervention strategy. Theories of behaviour change, a review of the international HIV/IF guidelines and formative research findings contributed to the definition of performance and learning objectives. Key communication messages and colourful graphic illustrations related to infant feeding in the context of HIV were then developed and/or adapted from existing generic materials. Draft materials were field tested with intended audiences and subjected to stakeholder technical review.An integrated set of infant feeding counselling tools, referred to as 'job aids', was developed and included brochures on feeding methods that were found to be socially and culturally acceptable, a Question and Answer Guide for counsellors, a counselling card on the risk of transmission of HIV, and an infant feeding toolbox for demonstration. Each brochure describes the steps to ensure safer infant feeding using simple language and images based on local ideas and resources. The brochures are meant to serve as both a reference material during infant feeding counselling in the ongoing prevention of mother to child transmission (pMTCT) of HIV programme and as take home material for the mother.The study underscores the importance of formative research and a systematic theory based approach to developing an intervention aimed at improving counselling and changing customary feeding practices. The identification of perceived barriers and facilitators for change contributed to developing the key counselling messages and graphics, reflecting the socio-economic reality, cultural beliefs and norms of mothers and their significant others.The documentation of breastfeeding as a sou
Development of a Culturally Appropriate, Home-Based Nutrition and Physical Activity Curriculum for Wisconsin American Indian Families  [cached]
Tara L. LaRowe, PhD,Deborah P. Wubben, MD, MPH,Kate A. Cronin, MPH,SuAnne M. Vannatter, RN, BSN
Preventing Chronic Disease , 2007,
Abstract: We designed an obesity prevention intervention for American Indian families called Healthy Children, Strong Families using a participatory approach involving three Wisconsin tribes. Healthy Children, Strong Families promotes healthy eating and physical activity for preschool children and their caregivers while respecting each community’s cultural and structural framework. Academic researchers, tribal wellness staff, and American Indian community mentors participated in development of the Healthy Children, Strong Families educational curriculum. The curriculum is based on social cognitive and family systems theories as well as on community eating and activity patterns with adaptation to American Indian cultural values. The curricular materials, which were delivered through a home-based mentoring model, have been successfully received and are being modified so that they can be tailored to individual family needs. The curriculum can serve as a nutrition and physical activity model for health educators that can be adapted for other American Indian preschool children and their families or as a model for development of a culturally specific curriculum.
Page 1 /100
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.