1337 research outputs found
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Stress in seeking therapy: comparing residential and outpatients receiving treatment for obsessive compulsive disorder
No full textLittle is known about the stress that patients encounter when seeking treatment. The present study aims to identify if the stress in seeking therapy is higher for residential patients or outpatients being treated for Obsessive Compulsive Disorder. The participants in the study consisted of 46 patients from Rogers Memorial being treated for Obsessive Compulsive Disorder. Nineteen of the participants were in the outpatient day treatment program (N = 19) and 27 participants were in the residential treatment program (N = 27). Each patient was given a Stress in Seeking Treatment questionnaire that was created specifically for this study during their first seven days of treatment at Rogers Memorial. The questionnaire is a self-report measure that consists of 15 questions. The participants rate each question using a five point likert scale ranging from, not stressful at all (1), to extremely stressful (5). The scores from the measures were then complied and an independent t- test was performed to indicate if there was a difference in total stress scores between the two groups. A one-way analysis of variance (ANOVA) and the Tukey HSD was also used to examine the means of the individual questions on the questionnaire. Based on previous studies, it was hypothesized that the residential group would have a higher total stress score than the outpatients. Contrary to the hypothesis, the results found that the mean score for outpatient was slightly high, however, there was no significant difference in scores for residential (M=47.48, SD= 12.14) and outpatients (M=49.10, SD=8.56; t (44) =.501, p=.619, two-tailed). In addition, the ANOVA found a statistically significant difference at the p\u3c.05 level in the stress scores for the 15 questions: F (14, 675)= 2.7, p=.001. The findings of the study can be very useful in understanding why patients delay or choose not to seek treatment for OCD
Treatment of eating disorders: frequency of treatment use and perceived treatment efficacy of treatment modalities as reported by clinicians
No full textResearch on eating disorder treatment has shown conflicting results. Some theoretical frameworks place importance on using certain treatment modalities, whereas others find these same treatment modalities ineffective in treating individuals suffering from eating disorders (ED). For example, cognitive behavioral therapy (CBT) has been shown to be successful in the treatment of individuals suffering from Bulimia Nervosa; however, only 30% to 50% of patients with bulimia nervosa are fully recovered following CBT (Wilson, Grilo, & Vitousek, 2007). Research has focused on finding effective treatment interventions. Yet, there is little to no research on how often these treatment modalities are used across an outpatient eating disorder population. Many studies focus on treatment efficacy used with inpatient or residential programs, while they neglect the same research on outpatient care. The present study investigated whether there was a consensus with treatment interventions used by clinicians in an outpatient setting. This study aimed at determining which treatments are deemed effective by clinicians, and elucidates barriers clinicians encounter when working with an eating disordered population. In addition, this study added to the literature and provided clinical implications for future research. By identifying the barriers, frequency of use, and perceived effectiveness of treatment interventions, researchers can enhance the interaction between patient and provider, as well as continue the goal of designing effective treatments
The effect of television on views of mental illness
No full textThe study examined attitudes of people about mental illness and the relation to the amount and type of television watched. Attitudes toward mental illness, amounts and types of television watched were measured by participant’s responses to Likert Scale survey questions. Participants were recruited through electronic social networking sites. A multiple regression was run to determine whether or not the amount and type of TV watched resulted in negative attitudes about mental illness. The study examined the amount of TV, as well as the type of detective shows and Disney movies watched and found none of these to be significant predictors in negative views of mental illness
The effect of first sexual experience on later sexuality
No full textOne’s first sexual experience can be seen as a very important event. As such, it is necessary to investigate the kind of effect this pivotal event can have on future aspects of sexuality. Sixty-eight undergraduate and graduate students were given a survey regarding their first sexual experience and current sexuality. It was hypothesized that promiscuity would be correlated negatively by younger age at first intercourse and by guilt or pressure felt during first intercourse, with preparedness (how ready or prepared they felt they were to have sex) having no effect. Current sexual satisfaction would correlate negatively with age at first intercourse and guilt or pressure experienced, and positively with preparedness. Results were analyzed using correlations and multiple regressions and no significant relationship was found between first sexual experience and later sexuality. This information will assist people in making more educated choices regarding the effects of their decision on their sexuality by informing them what consequences their choices may have, as well as providing a basis for researching ways to improve emotional sexual health
Direct instruction and its impact on middle school reading fluency scores
Get PDFThe purpose of this research study is to examine the relationship between the use of Direct Instruction curriculum and the participants reading fluency scores. The research question stated “Will the use of Direct Instruction increase the participants’ number of words read correctly and rate of increase scores?” The design of the study was quantitative in nature and focused on the pre and post intervention scores of the number of words read correctly during one minute timed reading passages called Curriculum Based Measures. The study also examined how many words per week, on average, each participant was increasing or decreasing. The researcher used a program called AIMSWeb, created by Pearson Publishing, as a data collection tool. Students participated in a six week intervention. Direct Instruction lessons were given three days a week for 25 minutes a lesson, for a total of 75 minutes a week. Participants were also given three Curriculum Based Measures a week as a way to check for progress. Upon completion of the intervention the data was analyzed and compared to national norms put out by the AIMSWeb program. The data suggested that the researcher’s two hypotheses were accepted and the intervention was a successful one. Further research should focus on older readers with fluency issues
Effects of a three-pronged intervention on oral reading fluency and reading achievement: a case study
Get PDFThe purpose of this case study was to examine the effects of a three-pronged literacy intervention incorporating strategies and instruction in word identification, decoding by syllable, and oral reading practice on oral reading fluency and overall reading achievement. The participant was an eight year old male student struggling in reading achievement, particularly in oral reading fluency. The intervention followed a two day rotation utilizing a gradual release of responsibility instructional model. Several elements of the intervention incorporated the use of instructional technology. Multiple forms of data were collected, including preintervention data, pretest to posttest data, qualitative data, and ongoing progress monitoring. These data measured oral reading rate and accuracy, reading comprehension, word identification, and word attack. Statistically significant progress was found in all literacy areas noted except for the pretest to posttest oral reading fluency rate. Recommendations include emphasizing successive readings of the same text, using voice recording technology, emphasizing the parent-teacher relationship, and decreasing the participant’s reliance upon external reinforcement
Effects of specific reading strategies to assist students with reading comprehension
Get PDFThe instruction and implementation of reading strategies in the classroom has been a hot topic in education. The purpose of this study was to determine the effects of using specific reading strategies to assist students with reading comprehension by providing explicit instruction for the specific reading strategies. The length of this study lasted for eight weeks and was focused on expository texts the students read at the beginning of each class. Thirty-seven students participated in this study, but all of my students received the same instruction. Students were assessed using a pre and post assessment to determine if the specific reading strategies provided improvement in their reading comprehension. The results showed improvement, but the improvement was not statistically significant based on the result of the t-test, which did not indicate significance based on a p value of 0.05
Using questioning as a strategy intervention to increase reading comprehension in adequate decoders but poor comprehenders: a case study
Get PDFA problem that many students who are adequate decoders but poor comprehenders (word callers) have in reading comprehension regards the explicit use of reading strategies. Research in explicit metacognitive strategy training has shown improvements in the area of reading comprehension for these unique students. The present study examined explicit strategy instruction of questioning to help the targeted student increase reading comprehension. A third grade student who reads accurately and fluently but has reading comprehension difficulties was exposed to the explicit teaching of the reading comprehension strategy: questioning. The intervention targeted both implicit and explicit questioning through explicit modeling, think alouds, scaffolding, and the use of graphic organizers. Each week of the six week intervention focused on a different teaching point such as spontaneous questioning, asking before, during, and after questions, coding the answers to those questions, and inferencing/synthesizing the new information. The impact of this reading strategy intervention was measured by the Fountas and Pinnell Benchmark Assessment, the Qualitative Reading Inventory, and a student essay for comparison. The growth from fall to winter Fountas and Pinnell Benchmark Assessment records indicated an increase of 75% in literal and 50% for inferential reading comprehension. The Qualitative Reading Inventory also indicated a 25% increase in both explicit and implicit reading comprehension as well as a 23% increase in retelling. Evidence from the post-test short essay, the Star Llama (Mike, 2003) showed that the student increased use of reading comprehension strategies when compared to the pre-test. The additions to the post-interventio
Phoneme-grapheme mapping
Get PDFThe act of reading involves complex processes such as phonological awareness, fluency, vocabulary, phonics, and comprehension that are not hardwired into the human brain, thus they must be explicitly taught. In economically disadvantaged families, most primary caregivers do not have the time or expertise to provide this type of instruction to children (Jensen, 2009). Through my experiences I have seen this to be true and as an educator have strived to provide the missing instruction particularly to students with disabilities. The purpose of this study was to investigate whether a phoneme-grapheme mapping strategy helped African-American students from such families further develop their phoneme awareness, decoding, and spelling in order to improve their overall basic reading achievement
Effects of explicit language and scaffolded-‐models of a reading strategy on students while reading expository texts: an action research on the question-‐answer relationship
No full textToday, many English Language Learners (ELLs) do not have the proper background knowledge, metacognitive skills, and strategy awareness that are essential to support their comprehension. As a result, numerous ELLs struggle with succeeding in their education. This action research answered the question: Will students be able to internalize explicit language, scaffolds, and a modeled reading strategy, while independently reading expository texts? In order to answer this question, the researcher developed instruction that incorporated the sociocultural theory, explicit language, and scaffolded-models of the Question-Answer Relationship (QAR) reading strategy with seventh grade ELLs while they read historical expository texts. The researcher found that the students internalized the explicit language and scaffolded-models of the QAR strategy and applied their knowledge independently. As a result, their comprehension improved