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Sample records for competency-based training cbt

  1. Enhancing Technical and Vocational Education and Training (TVET) in Nigeria for Sustainable Development: Competency-Based Training (CBT) Approach

    ERIC Educational Resources Information Center

    Okoye, K. R. E.; Michael, Ofonmbuk Isaac

    2015-01-01

    This paper attempts to examine the concept of Competency-Based Training (CBT) as a veritable mode of delivery of Technical and Vocational Education and Training (TVET) and at the same time highlights some of the strengths and weaknesses of implementing competency-base training. The characteristics, principles and benefits of CBT were also x-rayed.…

  2. The Origins of Competency-Based Training

    ERIC Educational Resources Information Center

    Hodge, Steven

    2007-01-01

    This article attempts to trace the origins of competency-based training (CBT), the theory of vocational education that underpins the National Training Framework in Australia. A distinction is made between societal and theoretical origins. This paper argues that CBT has its societal origins in the United States of America during the 1950s, 60s and…

  3. Implementation of Innovations in Higher Education: The Case of Competency-Based Training in Ghana

    ERIC Educational Resources Information Center

    Boahin, Peter; Hofman, W. H. Adriaan

    2012-01-01

    A notable trend in recent years has been the introduction of competency-based training (CBT) in vocational education and training systems in many countries. Several CBT training programmes in Ghana have been accredited and quality assured. This article explores the perception of both students and lecturers towards CBT and examines factors that…

  4. Discipline, Governmentality and 25 Years of Competency-Based Training

    ERIC Educational Resources Information Center

    Hodge, Steven; Harris, Roger

    2012-01-01

    Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault's analysis of "disciplinary" power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of knowledge that…

  5. Competency-Based Training in International Perspective: Comparing the Implementation Processes Towards the Achievement of Employability

    ERIC Educational Resources Information Center

    Boahin, Peter; Eggink, Jose; Hofman, Adriaan

    2014-01-01

    This article undertakes a comparison of competency-based training (CBT) systems in a number of countries with the purpose of drawing lessons to support Ghana and other countries in the process of CBT implementation. The study focuses on recognition of prior learning and involvement of industry since these features seem crucial in achieving…

  6. A Collection of Readings Related to Competency-Based Training. EAE604 Curriculum and Competencies.

    ERIC Educational Resources Information Center

    Deakin Univ., Victoria (Australia).

    This publication is part of the study materials for the distance education course, Curriculum and Competencies, in the Open Campus Program at Deakin University. It contains 39 papers on the nature, historical development, and delivery of competency-based training (CBT) and on the Australian and international debates surrounding CBT. The following…

  7. Competency Based Training. NCVER Research Forum (Adelaide, Australia, November 10, 1999).

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research, Leabrook (Australia).

    This publication reports on a forum on competency based training (CBT) research in Australia. Section 1 contains biographies of presenters and panel members. Section 2 presents an overview of the research and highlights key findings. Summaries follow of each of the five key projects. "The CBT Decade: Teaching for Flexibility and Adaptability"…

  8. Competency-Based Training, Global Skills Mobility and the Teaching of International Students in Vocational Education and Training

    ERIC Educational Resources Information Center

    Tran, Ly Thi; Nyland, Chris

    2013-01-01

    In Australia, all vocational education and training (VET) qualifications must be based on competency-based training (CBT) and training packages. Yet, since 2005, there has been a major expansion in the number of VET international students in Australia, 85% of whom are from Asia. Given this development, the teaching and learning contexts in which…

  9. Application of Competency-Based Education in Laparoscopic Training

    PubMed Central

    Xue, Dongbo; Bo, Hong; Zhao, Song; Meng, Xianzhi

    2015-01-01

    Background and Objectives: To induce competency-based education/developing a curriculum in the training of postgraduate students in laparoscopic surgery. Methods: This study selected postgraduate students before the implementation of competency-based education (n = 16) or after the implementation of competency-based education (n = 17). On the basis of the 5 competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, and professionalism, the research team created a developing a curriculum chart and specific improvement measures that were implemented in the competency-based education group. Results: On the basis of the developing a curriculum chart, the assessment of the 5 comprehensive competencies using the 360° assessment method indicated that the competency-based education group's competencies were significantly improved compared with those of the traditional group (P < .05). The improvement in the comprehensive assessment was also significant compared with the traditional group (P < .05). Conclusion: The implementation of competency-based education/developing a curriculum teaching helps to improve the comprehensive competencies of postgraduate students and enables them to become qualified clinicians equipped to meet society's needs. PMID:25901105

  10. Competency-Based Education Curriculum for Firefighter Training.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    This competency-based education curriculum, developed by firefighters and educators in West Virginia, is designed for use as a resource for the development of improved firefighter training programs. It consists of an introductory note to the instructor and 140 competency sheets. These sheets deal with tasks in the following areas: general…

  11. [Training -- competency-based education -- learning theory and practice].

    PubMed

    Breuer, Georg

    2013-11-01

    A lifelong learning process is necessarily the basis for the specialization and expertise in the field of anesthesiology. Thus competency as a physician is a complex, multidimensional construction of knowledge, skills and attitudes to be able to solve and persist the complex daily work challenges in a flexible and responsible way. Experts therefore showflexible and intuitive capabilities in pursuing their profession. Accordingly modern competency based learning objectives are very helpful. The DGAI Commission for “Further Education” already thought ahead in defining a competencybased curriculum for the specialization in the field of anesthesiology and could be integrated into the frameworks of the German Medical Association. In addition to the curricular framework elements of assessment are necessary. A single oral exam is consequently not representative for different levels of competencies. However, there is beside the responsibility of the learners for their learning processalso a high obligation of the clinical teachers to attend the learning process and to ensure a positive learning atmosphere with scope for feedback. Some competencies potentially could be better learned in a “sheltered” room based on simulation outside the OR, for example to train rare incidents or emergency procedures. In general there should be ongoing effort to enhance the process of expertise development, also in context of patient safety and quality management. PMID:24343144

  12. Competence-Based Education and Training--About Frequently Asked Questions

    ERIC Educational Resources Information Center

    Mulder, Martin

    2012-01-01

    This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction of competence-based education. Here, the author…

  13. The Problem with CBT (and Why Constructivism Makes Things Worse)

    ERIC Educational Resources Information Center

    Wheelahan, Leesa

    2009-01-01

    This paper develops a social realist critique of competency-based training (CBT) by drawing on the philosophy of critical realism and the sociology of Basil Bernstein as complementary modes of analysis. CBT is the mandated model of curriculum in the vocational education and training (VET) sector in Australia. It results in an impoverished…

  14. A structured competency based training programme for junior trainees in emergency medicine: the “Dundee Model”

    PubMed Central

    Cook, R J; Pedley, D K; Thakore, S

    2006-01-01

    Recent changes in medical training prompted by Modernising Medical Careers and the New Deal requires a more structured, competency based training programme. This paper describes the development of such a programme in an emergency medicine department of a teaching hospital. It describes the process of design and the various aspects incorporated to develop a balanced system of training, appraisal, and assessment. PMID:16373797

  15. Competency Based Training Program for Department Chairpersons and Other Resource Personnel.

    ERIC Educational Resources Information Center

    Bingen, Frances N.; And Others

    The Competency Based Training Program is a three part, three phase package. It contains: (1) a research document; (2) a set of 18 programed units and; (3) cassettes to accompany two specific units. The program phases require that: (1) the participant and a training advisor jointly perform a needs assessment activity and select appropriate units…

  16. Instituting a Competency-Based Training Design and Evaluation System.

    ERIC Educational Resources Information Center

    Kealey, Daniel J.; Protheroe, David R.; MacDonald, Doug; Vulpe, Thomas

    2003-01-01

    Discusses the need for clear and measurable statements of the learning objectives in cross-cultural training and describes the process one training center used to address this need. The goal was to undertake a competency analysis of intercultural effectiveness to describe the performance expected of an interculturally effective person. (Author/LRW)

  17. Competency-Based Training: Different Perceptions in Australia and Germany

    ERIC Educational Resources Information Center

    Hellwig, Silke

    2006-01-01

    The German dual apprenticeship system has traditionally been viewed as an effective system for generating a highly skilled workforce in the trades, crafts and service sectors. In addition, countries and systems looking to improve their own approaches to vocational education and training (VET) have considered as exemplary the main features of the…

  18. Project TRAIN: A Competency Based Training Program for Birth to Three Professionals Who Work in Rural Areas.

    ERIC Educational Resources Information Center

    Reid, Barbara J.; Bross, Mary

    This paper describes Project TRAIN (Training Rural Area Interventionists to meet Needs), a federally-funded competency-based program that provides graduate-level preservice training for early intervention professionals interested in working with special-need infants, toddlers, and their families. In the third year of the program 19 trainees have…

  19. A Competency-Based Technical Training Model That Embraces Learning Flexibility and Rewards Competency

    ERIC Educational Resources Information Center

    Yasinski, Lee

    2014-01-01

    Today's adult learners are continuously searching for successful programs with added learner flexibility, a positive learning experience, and the best education for their investment. Red Deer College's unique competency based welder apprenticeship training model fulfills this desire for many adult learners.

  20. An Innovative Child CBT Training Model for Community Mental Health Practitioners in Ontario

    ERIC Educational Resources Information Center

    Manassis, Katharina; Ickowicz, Abel; Picard, Erin; Antle, Beverley; McNeill, Ted; Chahauver, Anu; Mendlowitz, Sandra; Monga, Suneeta; Adler-Nevo, Gili

    2009-01-01

    Objective: Cognitive behavior therapy (CBT) for children has been shown efficacious, but community access to it is often limited by the lack of trained therapists. This study evaluated a child, CBT-focused, 20-session weekly group supervision seminar with a didactic component which was provided to community mental health practitioners by…

  1. Challenges in Developing Competency-based Training Curriculum for Food Safety Regulators in India

    PubMed Central

    Thippaiah, Anitha; Allagh, Komal Preet; Murthy, G. V.

    2014-01-01

    Context: The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. Aims: 1) Identify the competencies needed among the food regulatory workforce in India. 2) Develop a competency-based training curriculum for food safety regulators in the country. 3) Develop training materials for use to train the food regulatory workforce. Settings and Design: The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. Materials and Methods: A competency-based training needs assessment was conducted before undertaking the development of the training materials. Results: The training program for Food Safety Officers was designed to comprise of five modules to include: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level), II and III (Retail/ Catering/ Manufacturing) were primarily designed for training of food handlers and are part of essential reading for food safety regulators. Conclusion: The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting. PMID:25136155

  2. The CBT Decade: Teaching for Flexibility and Adaptability. An Overview.

    ERIC Educational Resources Information Center

    Billett, Stephen; McKavanagh, Charlie; Beven, Fred; Angus, Lawrence; Seddon, Terri; Gough, John; Hayes, Sharon; Robertson, Ian

    The contribution of competency-based training (CBT) to the development of an adaptable and flexible workforce was examined by analyzing documents and gathering data from teachers, industry representatives, enterprises, and students in metropolitan and nonmetropolitan sites in two Australian states: Victoria and Queensland. The study focused on…

  3. Rational and Challenges of Competency-Based Education and Training: The "Wickedness" of the Problem

    ERIC Educational Resources Information Center

    Oyugi, Jacob L.

    2015-01-01

    Our students will continue to be confronted with many environment and sustainability issues during their lifetimes because they are unpredictable, serious and complex by nature. These issues challenge not just our technologies but our universities and educational institutions, values and way of living and interaction. Competency-based education…

  4. Effects of a competency-based professional development training on children's physical activity and staff physical activity promotion in summer day camps.

    PubMed

    Weaver, R Glenn; Beets, Michael W; Turner-McGrievy, Gabrielle; Webster, Collin A; Moore, Justin

    2014-01-01

    The YMCA of the USA serves more than nine million youth in its summer day camping programs nationwide. In spring 2011, the YMCA of Columbia, SC, with support from the University of South Carolina, adopted a competency-based staff-level training approach in an attempt to align staff behaviors with the YMCA of the USA new physical activity standards for summer camp programs. This chapter presents findings from a multiyear evaluation of a competency-based training approach using a single group design with preassessments and multiple postassessments. Training consisted of participatory exercises and video demonstrations. Data on staff physical activity promotion behaviors were collected using SOSPAN, an instrument that utilizes momentary time sampling to record instances of staff physical activity promotion behaviors consistent with physical activity standards. This chapter describes how a competency-based professional development training may be effective at increasing physical activity promoting and decreasing physical activity discouraging staff behaviors and related child activity levels. PMID:25530241

  5. CD-ROM (compact disc-read only memory): A delivery medium for CBT (computer-based training)

    SciTech Connect

    Luettgen, A.L.; Houghton, F.K.; Andrews, A.E.

    1991-01-01

    Computer-based training (CBT) development has evolved from electronic page turners to a sophisticated instructional environment. The use of numerous large image files, large digital audio files, and complex computer-generated graphics files places great demands on a system's capacity for binary storage (disk space). One solution is the use of compact disc-read only memory (CD-ROM). The explosive growth of CD-ROM players in the marketplace makes CD-ROM a viable delivery medium for CBT. Recently, a CBT package for radiation protection technicians at Los Alamos National Laboratory was produced on CD-ROM. The course is delivered on a multimedia system consisting of the following: MS DOS-based computer, CD-ROM player, high-resolution video graphics array monitor, scanned color images with graphic overlays, digital audio, and mouse interface. This paper will allow the reader to assess the appropriateness of CD-ROM for a specific project, report on lessons learned from the RPT project, demonstrate that CD-ROM is within reach of the average CBT developer, and provide guidelines for successfully developing CD-ROM based CBT. This paper can serve as a basic primer on how to adapt CD-ROM as a CBT medium. Some of the technical aspects that are discussed are listed here: CD-ROM basics for CBT development, availability of low-cost development environments, file organization, optimization of CD-ROM response times, effective use of digital audio and still frame graphics, and animation with CD-ROM.

  6. Randomized Trial of Web-based Training to Promote Counselor Use of CBT Skills in Client Sessions

    PubMed Central

    Larson, Mary Jo; Amodeo, Maryann; LoCastro, Joseph S.; Muroff, Jordana; Smith, Lauren; Gerstenberger, Eric

    2014-01-01

    With funding from the National Institute on Drug Abuse, we delivered a Web training program on cognitive behavioral therapy (CBT) to addiction counselors and supervisors in 54 U.S. addiction units and conducted a randomized controlled trial with 127 counselors in 2006–07. Adequate adherence to CBT practice at pre- and post-training was judged from audiotapes of client sessions using an adequacy rating guide of counseling skills. A web-administered questionnaire assessed demographics, prior training, attitudes, and self-report counseling practices. Logistic regression model findings are described with discussion of dissemination of evidence-based practices, study limitations, and future research needs for empirically-supported training programs. PMID:23577913

  7. Designing a Competency-Based New County Extension Personnel Training Program: A Novel Approach

    ERIC Educational Resources Information Center

    Brodeur, Cheri Winton; Higgins, Cynthia; Galindo-Gonzalez, Sebastian; Craig, Diane D.; Haile, Tyann

    2011-01-01

    Voluntary county personnel turnover occurs for a multitude of reasons, including the lack of job satisfaction, organizational commitment, and job embeddedness and lack of proper training. Loss of personnel can be costly both economically and in terms of human capital. Retention of Extension professionals can be improved through proper training or…

  8. Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment

    ERIC Educational Resources Information Center

    Pinxten, W. J. L.; De Jong, C.; Hidayat, T.; Istiqomah, A. N.; Achmad, Y. M.; Raya, R. P.; Norviatin, D.; Siregar, I. M. P.

    2011-01-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet…

  9. Effects of a Competency-Based Professional Development Training on Children's Physical Activity and Staff Physical Activity Promotion in Summer Day Camps

    ERIC Educational Resources Information Center

    Weaver, R. Glenn; Beets, Michael W.; Turner-McGrievy, Gabrielle; Webster, Collin A.; Moore, Justin

    2014-01-01

    The YMCA of the USA serves more than nine million youth in its summer day camping programs nationwide. In spring 2011, the YMCA of Columbia, SC, with support from the University of South Carolina, adopted a competency-based staff-level training approach in an attempt to align staff behaviors with the YMCA of the USA new physical activity standards…

  10. Competency-Based Training and Worker Turnover in Community Supports for People with IDD: Results from a Group Randomized Controlled Study

    ERIC Educational Resources Information Center

    Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

    2015-01-01

    Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training

  11. A framework for telepsychiatric training and e-health: Competency-based education, evaluation and implications.

    PubMed

    Hilty, Donald M; Crawford, Allison; Teshima, John; Chan, Steven; Sunderji, Nadiya; Yellowlees, Peter M; Kramer, Greg; O'neill, Patrick; Fore, Chris; Luo, John; Li, Su-Ting

    2015-12-01

    Telepsychiatry (TP; video; synchronous) is effective, well received and a standard way to practice. Best practices in TP education, but not its desired outcomes, have been published. This paper proposes competencies for trainees and clinicians, with TP situated within the broader landscape of e-mental health (e-MH) care. TP competencies are organized using the US Accreditation Council of Graduate Medical Education framework, with input from the CanMEDS framework. Teaching and assessment methods are aligned with target competencies, learning contexts, and evaluation options. Case examples help to apply concepts to clinical and institutional contexts. Competencies can be identified, measured and evaluated. Novice or advanced beginner, competent/proficient, and expert levels were outlined. Andragogical (i.e. pedagogical) methods are used in clinical care, seminar, and other educational contexts. Cross-sectional and longitudinal evaluation using quantitative and qualitative measures promotes skills development via iterative feedback from patients, trainees, and faculty staff. TP and e-MH care significantly overlap, such that institutional leaders may use a common approach for change management and an e-platform to prioritize resources. TP training and assessment methods need to be implemented and evaluated. Institutional approaches to patient care, education, faculty development, and funding also need to be studied. PMID:26540642

  12. Standard Training Agreements, Individualized Training Plans and Competency-Based Units of Related Instruction: Workshop Handouts and Transparency Masters.

    ERIC Educational Resources Information Center

    Baum, Rosemere; Bradley, Curtis H.

    These handouts and transparency masters are from workshops conducted throughout South Florida during 1980-81 for Diversified Cooperative Training (DCT) program coordinators and other vocational educators. (The workshops were held to help these persons improve their understanding of, and ability to implement, three essential components of…

  13. Competence-Based Vocational Education and Training (VET): The Cases of England and France in a European Perspective

    ERIC Educational Resources Information Center

    Brockmann, Michaela; Clarke, Linda; Méhaut, Philippe; Winch, Christopher

    2008-01-01

    This paper examines the notion of "competence" in the VET systems of France and England. While both countries have developed "competence-based" approaches, underlying the similar terminology are distinct meanings, rooted in the countries' institutional structures and labour processes. A key distinction is identified between a…

  14. Lessons Learned From a Community–Academic Initiative: The Development of a Core Competency–Based Training for Community–Academic Initiative Community Health Workers

    PubMed Central

    Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-01-01

    Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community–academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI–CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency–based training can successfully affect CHWs’ perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency–based framework coupled with CAI-research–specific skill sessions (1) provides skills that CAI–CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. PMID:22594730

  15. Competency-Based Training and Worker Turnover in Community Supports for People With IDD: Results From a Group Randomized Controlled Study.

    PubMed

    Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

    2015-06-01

    Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training intervention for DSPs on site-level turnover rates over a one year period. Results suggested that, compared with the control group, sites receiving the training intervention experienced a significant decrease in annual turnover, when multiple factors were controlled. Implications, including the importance of considering quality training as a long term organizational investment and intervention to reduce turnover, are discussed. PMID:26107852

  16. Competence-Based Assessment in Professional Education Validation

    ERIC Educational Resources Information Center

    Thilakaratne, Ruffina; Kvan, Thomas

    2006-01-01

    This paper investigates the appropriateness of competence-based assessment in professional education validation, considering architectural education in Asia as a case study. Competence-based assessment originated in teacher training and vocational training settings in the USA and the UK. Competence-based assessment has been increasingly adopted by…

  17. Demonstration of the Competency-Based Curriculum for Distributive Education and Distributive Cooperative Training Programs. Final Report.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Occupational, Adult, and Safety Education.

    A core curriculum, training plans, and implementation guide developed by the project are included in this final report, which describes activities to resolve problems encountered by teachers using the IDECC (Interstate Distributive Education Curriculum Consortium) system designed for distributive education (DE) and diversified cooperative training

  18. Caring for Preschool Children: A Competency-Based Training Program. Volumes I and II. Second Edition [and] a Trainer's Guide.

    ERIC Educational Resources Information Center

    Dodge, Diane Trister; Koralek, Derry Gosselin; Pizzolongo, Peter J.; Al-Salam, Debra

    The "Caring for Preschool Children" program was designed as a personalized training program to help adults working with preschool children acquire the skills and knowledge needed to provide a high quality preschool program. This two-volume training manual is comprised of 13 modules corresponding to the areas of the Child Development Associate…

  19. Competency-Based Adult Basic Education Manual for Level I (0-4.9) and Level II (5-8). A Training Manual for CBABE Instruction and Program Management.

    ERIC Educational Resources Information Center

    Singer, Elizabeth; And Others

    This training manual was developed as a source of information about Competency-Based Adult Basic Education (CBABE) for administrators, counselors, and teachers involved in the implementation of a CBABE program. After section I provides an introduction to Brevard Community College's development of CBABE curricula, section II explains the purposes…

  20. Competency in Chaos: Lifesaving Performance of Care Providers Utilizing a Competency-Based, Multi-Actor Emergency Preparedness Training Curriculum

    PubMed Central

    Scott, Lancer A.; Swartzentruber, Derrick A.; Davis, Christopher Ashby; Maddux, P. Tim; Schnellman, Jennifer; Wahlquist, Amy E.

    2015-01-01

    Objective Providing comprehensive emergency preparedness training (EPT) to care providers is important to the future success of disaster operations in the US. Few EPT programs possess both competency-driven goals and metrics to measure performance during a multi-patient simulated disaster. Methods A 1-day (8-hour) EPT course for care providers was developed to enhance provider knowledge, skill, and comfort necessary to save lives during a simulated disaster. Nine learning objectives, 18 competencies, and 34 performance objectives were developed. During the 2-year demonstration of the curriculum, 24 fourth-year medical students and 17 Veterans Hospital Administration (VHA) providers were recruited and volunteered to take the course (two did not fully complete the research materials). An online pre-test, two post-tests, course assessment, didactic and small group content, and a 6-minute clinical casualty scenario were developed. During the scenario, trainees working in teams were confronted with three human simulators and 10 actor patients simultaneously. Unless appropriate performance objectives were met, the simulators “died” and the team was exposed to “anthrax.” After the scenario, team members participated in a facilitator-led debriefing using digital video and then repeated the scenario. Results Trainees (N = 39) included 24 (62%) medical students; seven (18%) physicians; seven (18%) nurses; and one (3%) emergency manager. Forty-seven percent of the VHA providers reported greater than 16 annual hours of disaster training, while 15 (63%) of the medical students reported no annual disaster training. The mean (SD) score for the pre-test was 12.3 (3.8), or 51% correct, and after the training, the mean (SD) score was 18.5 (2.2), or 77% (P <.01). The overall rating for the course was 96 out of 100. Trainee self-assessment of “Overall Skill” increased from 63.3 out of 100 to 83.4 out of 100 and “Overall Knowledge” increased from 49.3 out of 100 to 78.7 out of 100 (P <.01). Of the 34 performance objectives during the disaster scenario, 23 were completed by at least half of the teams during their first attempt. All teams except one (8 of 9) could resuscitate two simulators and all teams (9 of 9) helped prevent anthrax exposure during their second scenario attempt. Conclusions The 1-day EPT course for novice and experienced care providers recreated a multi-actor clinical disaster and enhanced provider knowledge, comfort level, and EPT skill. A larger-scale study, or multi-center trial, is needed to further study the impact of this curriculum and its potential to protect provider and patient lives. PMID:23731521

  1. Underpinnings of Competency-Based Education

    ERIC Educational Resources Information Center

    Schilling, Jim F.; Koetting, J. Randall

    2010-01-01

    Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs…

  2. CBT competence in novice therapists improves anxiety outcomes

    PubMed Central

    Brown, Lily A.; Craske, Michelle G.; Glenn, Daniel E.; Stein, Murray B.; Sullivan, Greer; Sherbourne, Cathy; Bystritsky, Alexander; Welch, Stacy S.; Campbell-Sills, Laura; Lang, Ariel; Roy-Byrne, Peter; Rose, Raphael D.

    2013-01-01

    Objective This study explores the relationships between therapist variables (CBT competence, and CBT adherence) and clinical outcomes of computer-assisted CBT for anxiety disorders delivered by novice therapists in a primary care setting. Methods Participants were recruited for a randomized controlled trial of evidence-based treatment, including computer-assisted CBT, versus treatment as usual. Therapists (Anxiety Clinical Specialists; ACSs) were non-expert clinicians, many of whom had no prior experience in delivering psychotherapy (and in particular, very little experience with CBT). Trained raters reviewed randomly selected treatment sessions from 176 participants and rated therapists on measures of CBT-competence and CBT-adherence. Patients were assessed at baseline and at 6, 12, and 18 month follow-ups on measures of anxiety, depression, and functioning, and an average reliable change index was calculated as a composite measure of outcome. CBT-competence and CBT-adherence were entered as predictors of outcome, after controlling for baseline covariates. Results Higher CBT-competence was associated with better clinical outcomes whereas CBT-adherence was not. Also, CBT-competence was inversely correlated with years of clinical experience and trended (not significantly, though) down as the study progressed. CBT-adherence was inversely correlated with therapist tenure in the study. Conclusions Therapist competence was related to improved clinical outcomes when CBT for anxiety disorders was delivered by novice clinicians with technology assistance. The results highlight the value of the initial training for novice therapists as well as booster training to limit declines in therapist adherence. PMID:23225338

  3. Competency Based Education: A Bibliography.

    ERIC Educational Resources Information Center

    Cox, Helen, Ed.

    This bibliography is a sampling of the types of publications which have appeared recently on the subject of competency based education. Emphasis is given to current (1970-76) materials and to adult career-related competencies. Titles specifically naming some phase of competency-based education are preferred above titles that emphasize performance,…

  4. Competency-Based Adult Education: A Guide to Classroom Management.

    ERIC Educational Resources Information Center

    Guglielmino, Lucy M.; And Others

    Developed as part of a 310 Special Demonstration and Teacher Training Project undertaken at Brevard Community College in 1984-85, this training guide for new Competency-Based Adult Education (CBAE) teachers offers information on the CBAE concept, individualized instruction, selection of instructional materials, student orientation, and procedures.…

  5. Twitter as a Potential Disaster Risk Reduction Tool. Part IV: Competency-based Education and Training Guidelines to Promote Community Resiliency.

    PubMed

    Yeager, Violet; Cooper, Guy Paul; Burkle, Frederick M; Subbarao, Italo

    2015-01-01

    Twitter can be an effective tool for disaster risk reduction but gaps in education and training exist in current public health and disaster management educational competency standards.  Eleven core public health and disaster management competencies are proposed that incorporate Twitter as a tool for effective disaster risk reduction.  Greater funding is required to promote the education and training of this tool for those in professional schools and in the current public health and disaster management workforce. PMID:26203398

  6. Twitter as a Potential Disaster Risk Reduction Tool. Part IV: Competency-based Education and Training Guidelines to Promote Community Resiliency

    PubMed Central

    Yeager, Violet; Cooper, Guy Paul; Burkle, Frederick M.; Subbarao, Italo

    2015-01-01

    Twitter can be an effective tool for disaster risk reduction but gaps in education and training exist in current public health and disaster management educational competency standards.  Eleven core public health and disaster management competencies are proposed that incorporate Twitter as a tool for effective disaster risk reduction.  Greater funding is required to promote the education and training of this tool for those in professional schools and in the current public health and disaster management workforce.  PMID:26203398

  7. Competency-Based Horticulture: Floriculture.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in floriculture. It contains a master resource list, a listing of floriculture resources available from various states, and 89 competency task sheets organized into nine competency areas. These…

  8. Competency-Based Behavioral Interviewing

    ERIC Educational Resources Information Center

    Garrigues, Sarah M.

    2012-01-01

    Directors too often rely primarily on their hunches to guide them in employee selection. But what if their hunches are only 30 percent correct? Potentially, one bad hire could be responsible for a noticeable decrease in enrollment and, as a result, the school's net revenue. In this article, the author discusses the Competency-Based Behavioral…

  9. Competency Based Refresher Nurse Curriculum.

    ERIC Educational Resources Information Center

    Lombardo, Mary C.

    This competency-based course is designed to update the skills and knowledge of inactive nurses desiring to return to active practice. Focus of the course is on organizing and managing patient care using the nursing process; performing nursing procedures, including medication administration; and reintegrating oneself into the professional…

  10. More Power to the Executive? A Preliminary Test of CBT plus Executive Skills Training for Treatment of Late-Life GAD

    ERIC Educational Resources Information Center

    Mohlman, Jan

    2008-01-01

    One hypothesized reason for the lower rates of cognitive behavior therapy (CBT) response among older as compared to younger anxiety patients is that they are more likely to show age-related deficits in executive skills, which are complex cognitive skills involved in the regulation of negative affect. Following an 8-week baseline period, this pilot…

  11. Emergency Medical Technician. Competency Based Education Curriculum. Student Material.

    ERIC Educational Resources Information Center

    Spotts, Sue Ann

    Beginning with an introductory handbook, this competency-based curriculum contains 13 modules for an 81-hour secondary- or postsecondary-level course for Emergency Medical Technician (EMT). Introductory materials include module component descriptions and information for administering an EMT training program, such as an instructor's schedule, list…

  12. Case Formulation in TADS CBT

    ERIC Educational Resources Information Center

    Rogers, Gregory M.; Reinecke, Mark A.; Curry, John F.

    2005-01-01

    For the Treatment for Adolescents With Depression Study (TADS), a cognitive-behavioral therapy (CBT) manual was developed with the aim of balancing standardization and flexibility. In this article, we describe the manual's case formulation procedures, which served as one major mechanism of flexibility in TADS CBT. We first describe the essential…

  13. Competency-Based Adult Education: Florida Model.

    ERIC Educational Resources Information Center

    Singer, Elizabeth

    This compilation of program materials serves as an introduction to Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, a multi-year project designed to teach adult administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…

  14. Engagement in Trauma-Specific CBT for Youth Post-9/11

    ERIC Educational Resources Information Center

    Rodriguez, James; Hoagwood, Kimberly Eaton; Gopalan, Geetha; Olin, Serene; McKay, Mary M.; Marcus, Sue M.; Radigan, Marleen; Chung, Michelle; Legerski, Joanna

    2013-01-01

    Treatment participation was examined among youth enrolled in an evaluation of cognitive behavioral therapy (CBT) for trauma following the 9/11 World Trade Center disaster. Staff at nine agencies serving a predominantly low-income, ethnically diverse population were trained to deliver CBT and structured engagement strategies. A total of 445 youth…

  15. A Conceptual Design Model for CBT Development: A NATO Case Study

    ERIC Educational Resources Information Center

    Kok, Ayse

    2014-01-01

    CBT (computer-based training) can benefit from the modern multimedia tools combined with network capabilities to overcame traditional education. The objective of this paper is focused on CBT development to improve strategic decision-making with regard to air command and control system for NATO staff in virtual environment. A conceptual design for…

  16. Evaluation of the Sustainability and Clinical Outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) in a Child Protection Center

    ERIC Educational Resources Information Center

    Kolko, David J.; Iselin, Anne-Marie R.; Gully, Kevin J.

    2011-01-01

    This paper examines the sustainability and outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) as delivered by practitioners in a community-based child protection program who had received training in the model several years earlier. Formerly described as Abuse-Focused CBT, AF-CBT is an evidence-based treatment (EBT) for…

  17. Competency-Based Education for the Molecular Genetic Pathology Fellow

    PubMed Central

    Talbert, Michael L.; Dunn, S. Terence; Hunt, Jennifer; Hillyard, David R.; Mirza, Imran; Nowak, Jan A.; Van Deerlin, Vivianna; Vnencak-Jones, Cindy L.

    2009-01-01

    The following report represents guidelines for competency-based fellowship training in Molecular Genetic Pathology (MGP) developed by the Association for Molecular Pathology Training and Education Committee and Directors of MGP Programs in the United States. The goals of the effort were to describe each of the Accreditation Council for Graduate Medical Education competencies as they apply to MGP fellowship training, provide a summary of goals and objectives, and recommend assessment tools. These guidelines are particularly pertinent to MGP training, which is a relatively new specialty that operates within a rapidly changing scientific and technological arena. It is hoped that this document will provide additional material for directors of existing MGP programs to consider for improvement of program objectives and enhancement of evaluation tools already in place. In addition, the guidelines should provide a valuable framework for the development of new MGP programs. PMID:19797613

  18. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    ERIC Educational Resources Information Center

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  19. Not Just Falling over the Line? A Snapshot of Competency-Based Assessment.

    ERIC Educational Resources Information Center

    Dickson, Michelle; Bloch, Barbara

    The implementation of competency-based assessment (CBA) under Australia's National Training Framework was evaluated to provide indicators for improvement in CBA policy and practice. The evaluation included three data collection activities: a survey of 258 teachers, trainers, and assessors (response rate, 43%); a survey of 68 Industry Training

  20. Featuring: It Works! Competency Based Instruction.

    ERIC Educational Resources Information Center

    Elston, Teri

    1979-01-01

    Describes a competency based curriculum approach for ornamental horticulture. A horticulture cluster core consisting of 18 tasks was developed with competency sheets for each task. The competency sheet contains six columns: skills to be attained, task list, materials required, student activities, evaluation methods, and a recommended time period.…

  1. Competency Based Vocational Education Workshop Facilitators Guide.

    ERIC Educational Resources Information Center

    Michigan State Univ., East Lansing. Michigan Center for Career and Technical Education.

    This workshop facilitator's guide is designed to inform professional staff about competency-based vocational education (CBVE) to help eligible persons on public assistance acquire competencies necessary for gainful employment in the following occupational areas: airline reservations and travel services; computer applications; dental care;…

  2. Competency-Based Preservice Construction Trades Curriculum.

    ERIC Educational Resources Information Center

    Nelms, Howard F.

    Intended for use at Eastern Illinois University in a model curriculum designed to prepare secondary school teachers in the field of residential building, this curriculum guide provides a competency-based preservice construction trades program. The guide is divided into thirteen units as follows: (1) pre-construction planning; (2) structural…

  3. Competency-Based Preservice Construction Trades Curriculum.

    ERIC Educational Resources Information Center

    Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education.

    This curriculum guide consists of a comprehensive list of competency-based performance objectives dealing with selected skill and knowledge competencies considered basic to the preparation of teacher-educators in residential building construction. Thirteen units of instruction subclassified into forty-one teaching sections are included with…

  4. Competency-Based Horticulture: Gardening--Groundskeeping.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in gardening/groundskeeping. It contains a master resource list, a listing of gardening/groundskeeping resources available from various states, and 87 competency task sheets organized into 10…

  5. Competency-Based Horticulture. Gardening/Groundskeeping.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    One of two competency-based horticulture curriculum guides developed by an Illinois project, this Gardening/Groundskeeping guide provides the classroom teacher with specific tasks determined by state industry personnel to be necessary for entry-level job placement. It is intended for horticulture education at the senior high school and two-year…

  6. Competency Based Curriculum for Prevocational Exploration Hospitality.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Occupational, Adult, and Safety Education.

    This competency-based curriculum consists of 15 teacher-developed learning packets that have been developed for use by teachers and students during the exploration of various hospitality occupations. Intended to introduce students to a multitude of occupations and to allow time for hands-on experiences in different occupational families, the…

  7. Competency-Based Human Resource Development Strategy

    ERIC Educational Resources Information Center

    Gangani, Noordeen T.; McLean, Gary N.; Braden, Richard A.

    2004-01-01

    This paper explores issues in developing and implementing a competency-based human resource development strategy. The paper summarizes a literature review on how competency models can improve HR performance. A case study is presented of American Medical Systems (AMS), a mid-sized health-care and medical device company, where the model is being…

  8. Competency-Based Early Childhood Teacher Education.

    ERIC Educational Resources Information Center

    Rosberg, Merilee

    This paper describes the competency-based early childhood preservice program at Iowa's Mount Mercy College, which is for people working with children from birth through age 8, including children with special needs. Program content encompasses five competency areas: child growth and development; developmentally appropriate learning; health, safety,…

  9. Indiana Distributive Education Competency Based Model.

    ERIC Educational Resources Information Center

    Davis, Rod; And Others

    This Indiana distributive education competency-based curriculum model is designed to help teachers and local administrators plan and conduct a comprehensive marketing and distributive education program. It is divided into three levels--one level for each year of a three-year program. The competencies common to a variety of marketing and…

  10. Developing a Competency-Based MPA Program.

    ERIC Educational Resources Information Center

    Tompkins, Jonathan; And Others

    1996-01-01

    An approach to designing a competency-based master's program in public administration that integrates political science, management, and value-based approaches into a holistic package is described. Pedagogically the approach seeks to balance conceptual knowledge with skill acquisition for specific situations, providing a curriculum more relevant…

  11. Competency Based Education: A Sociological Study.

    ERIC Educational Resources Information Center

    Graham, Thomas E.

    This study focuses on the Competency Based Education (CBE) movement in a small Ohio school district, asking whether it represents radical change or reenforces status-quo social stratification. CBE was a product of the recent public demand for more educational accountability. It is a radical shift from traditional U.S. education insofar as it…

  12. A Primer on Competency-Based Evaluation.

    ERIC Educational Resources Information Center

    Chambers, David W.; Glassman, Paul

    1997-01-01

    Examines the rationale underlying competency-based evaluation, the value of authentic (as contrasted with simulation) assessment, and different techniques used for authentic evaluation. Details four authentic evaluation types useful in dental education: ratings; exemplary products; test cases; and portfolios. Discusses matching evaluation methods…

  13. Multi-Cultural Competency-Based Vocational Curricula. Automotive Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on automotive mechanics. This program is designed to run 36 weeks and cover 10 instructional areas: the engine; drive trains--rear ends/drive shafts/manual transmission; carburetor; emission; ignition/tune-up; charging and starting;…

  14. Using the Internet in Competency Based Education.

    ERIC Educational Resources Information Center

    Seguin, Armand

    This introduction to the Internet explains what it is, how to use it, and how it can be useful to those with an interest in competency-based education. The Internet is a network of over 14,000 networks as of August 1993, with 1,000 being added per month, and at least 1 million machines and 20 million people connected to it. There are several…

  15. Portable color multimedia training systems based on monochrome laptop computers (CBT-in-a-briefcase), with spinoff implications for video uplink and downlink in spaceflight operations

    NASA Technical Reports Server (NTRS)

    Scott, D. W.

    1994-01-01

    This report describes efforts to use digital motion video compression technology to develop a highly portable device that would convert 1990-91 era IBM-compatible and/or MacIntosh notebook computers into full-color, motion-video capable multimedia training systems. An architecture was conceived that would permit direct conversion of existing laser-disk-based multimedia courses with little or no reauthoring. The project did not physically demonstrate certain critical video keying techniques, but their implementation should be feasible. This investigation of digital motion video has spawned two significant spaceflight projects at MSFC: one to downlink multiple high-quality video signals from Spacelab, and the other to uplink videoconference-quality video in realtime and high quality video off-line, plus investigate interactive, multimedia-based techniques for enhancing onboard science operations. Other airborne or spaceborne spinoffs are possible.

  16. Investigating the relationship between competence and patient outcome with CBT.

    PubMed

    Branson, Amanda; Shafran, Roz; Myles, Pamela

    2015-05-01

    Little is understood about the relationship between therapist competence and the outcome of patients treated for common mental health disorders. Understanding the relationship between competence and patient outcome is of fundamental importance to the dissemination and implementation of Cognitive Behavioural Therapy (CBT). The current study extends existing literature by exploring the relationship between CBT competence and patient outcome in routine clinical practice within the framework of the British Government's Improving Access to Psychological Therapies (IAPT) programme. Participants comprised 43 therapists treating 1247 patients over a training period of one year. Results found little support of a general association between CBT competence and patient outcome; however significantly more patients of the most competent therapists demonstrated a reliable improvement in their symptoms of anxiety than would be expected by chance alone, and fewer experienced no reliable change. Conversely, significantly more patients treated by the least competent therapists experienced a reliable deterioration in their symptoms than would be expected. The implications of these results for the dissemination and implementation of CBT are discussed. PMID:25791437

  17. Competency-Based Education: A Framework for Measuring Quality Courses

    ERIC Educational Resources Information Center

    Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

    2015-01-01

    The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…

  18. 2013 CAEL Forum & News: Competency-Based Education

    ERIC Educational Resources Information Center

    Council for Adult and Experiential Learning, 2013

    2013-01-01

    In 2012, CAEL released the report "Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance," which examined the current state of competency-based postsecondary education in the U.S., profiling the various types of competency-based, or competency-focused, models that…

  19. Competency-Based Vocational Education: What It Means to Industry in the 1990s.

    ERIC Educational Resources Information Center

    Wilson, Patricia A.

    The current crisis in education, coupled with the changing work force and changing business needs in the 1990s, poses a challenge for vocational education. Competency-based vocational education needs to evaluate its competencies to see if training graduates to meet them will serve the needs of the new work situation and keep the United States…

  20. An Analysis of the Competency-Based Secondary Mathematics Curriculum in Sri Lanka

    ERIC Educational Resources Information Center

    Egodawatte, Gunawardena

    2014-01-01

    In education, there is a growing interest in the concept of "competency" especially in vocational training and professional development. The concept is strongly associated with the ability to apply knowledge and skills in effective ways in unanticipated situations. In Sri Lanka, a new competency-based mathematics curriculum was…

  1. Developing a Competency-Based Pan-European Accreditation Framework for Health Promotion

    ERIC Educational Resources Information Center

    Battel-Kirk, Barbara; Van der Zanden, Gerard; Schipperen, Marielle; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Garcia de Sola, Silvia; Sotgiu, Alessandra; Zaagsma, Miriam; Barry, Margaret M.

    2012-01-01

    Background: The CompHP Pan-European Accreditation Framework for Health Promotion was developed as part of the CompHP Project that aimed to develop competency-based standards and an accreditation system for health promotion practice, education, and training in Europe. Method: A phased, multiple-method approach was employed to facilitate consensus…

  2. Employer Perspectives on Competency-Based Education. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    Franklin, Chip; Lytle, Robert

    2015-01-01

    Excitement is growing about the potential for competency-based education (CBE) to become a transformative force in higher education. Yet while much of the attention paid to ever-expanding CBE efforts focuses on student and institutional priorities, little effort has been made to understand the perspectives and needs of the employers who must hire…

  3. Science: Ohio's Model Competency-Based Program. Model Assessments Supporting Implementation. Competency-Based Education Series.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Curriculum, Instruction, and Professional Development.

    This document contains a set of model competency-based education (CBE) assessments that provide three types of assessment for students in grades 1-8 in science. Types of assessment include: traditional: multiple choice, short-answer, and open-ended items; performance-like: more authentic forms that involve students outside of the classroom; and…

  4. Assessment to Transform Competency-based Curricula

    PubMed Central

    Demb, Ada; Janke, Kristin Kari; Kelley, Katherine; Scott, Steven A.

    2009-01-01

    The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model. PMID:20221351

  5. Assessment to transform competency-based curricula.

    PubMed

    Farris, Karen B; Demb, Ada; Janke, Kristin Kari; Kelley, Katherine; Scott, Steven A

    2009-12-17

    The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model. PMID:20221351

  6. Competence-Based VET as Seen by Dutch Researchers

    ERIC Educational Resources Information Center

    Wesselink, Renate; Biemans, Harm J. A.; Mulder, Martin; van den Elsen, Elke R.

    2007-01-01

    The concept of competence is increasingly the basis for (re)designing VET. In competence-based VET academic disciplines are no longer starting points for curriculum development. Competence needed for working in practice, however, is. Competence-based learning is a dominant trend in VET in several countries because of fewer expected problems in the…

  7. Competency-Based Adult High School Curriculum Project.

    ERIC Educational Resources Information Center

    Singer, Elizabeth

    This compilation of program materials serves as an introduction to and overview of Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, which was conducted to teach administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…

  8. Competency-Based Learning: Definitions, Policies, and Implementation

    ERIC Educational Resources Information Center

    Torres, Aubrey Scheopner; Brett, Jessica; Cox, Joshua

    2015-01-01

    The purpose of this study was to examine how competency-based learning (CBL) is defined across states in the Regional Educational Laboratory Northeast and Islands region and gain insight into barriers and facilitators to implementation of this reform. Many states in the region have started to consider and implement competency-based learning as a…

  9. Competency-Based Major for Nurse's Expanding Role.

    ERIC Educational Resources Information Center

    O'Neill, Noreen C.

    A three-year project was conducted to develop a competency-based college major aimed at preparing contemporary nurses, both basic preservice and degree completion R.N.'s to deliver family-centered care in acute settings or community health settings. The competency-based major was developed using a conceptual framework that introduces…

  10. Mandated Competency-Based Teacher Certification and the Public Interest.

    ERIC Educational Resources Information Center

    Spaulding, Robert L.

    Responding to the current lack of an empirical basis for competency-based teacher certification, Georgia has mandated studies leading to the establishment of empirical criteria. In the Carroll County Competency-Based Teacher Certification Project, the instructional behaviors of some 60 certified teachers and the classroom behaviors of the…

  11. Effectiveness of cognitive behavioural therapy (CBT) interventions for anxiety in patients with chronic obstructive pulmonary disease (COPD) undertaken by respiratory nurses: the COPD CBT CARE study: (ISRCTN55206395)

    PubMed Central

    2013-01-01

    Background Anxiety and depression are common co-morbidities in patients with chronic obstructive pulmonary disease (COPD). Serious implications can result from psychological difficulties in COPD including reduced survival, lower quality of life, and reduced physical and social functioning, increased use of health care resources and are associated with unhealthy behaviours such as smoking. Cognitive behavioural therapy (CBT) is a psychological intervention which is recommended for the treatment of many mental health problems including anxiety and depression. Unfortunately access to trained CBT therapists is limited. The aim of this study is to test the hypothesis that CBT delivered by respiratory nurses is effective in the COPD population. In this paper the design of the Newcastle Chronic Obstructive Pulmonary Disease Cognitive Behavioural Therapy Study (Newcastle COPD CBT Care Study) is described. Methods/Design This is a prospective open randomised controlled trial comparing CBT with self-help leaflets. The primary outcome measure is the Hospital Anxiety & Depression Scale (HADS) – anxiety subscale. Secondary outcome measures include disease specific quality of life COPD Assessment Tool (CAT), generic quality of life (EQ5D) and HADS-depression subscale. Patients will be followed up at three, six and 12 months following randomisation. Discussion This is the first randomised controlled trial to evaluate the use of cognitive behavioural therapy undertaken by respiratory nurses. Recruitment has commenced and should be complete by February 2014. Trial registration Current Controlled Trials, ISRCTN55206395 PMID:24498939

  12. Rethinking the Regulatory Environment of Competency-Based Education. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    Lacey, Aaron; Murray, Christopher

    2015-01-01

    In recent years, competency-based education (CBE) has made considerable inroads in higher education. Various institutions have developed or begun developing a range of programs modeled on competency-based principles. CBE is viewed by many, and with good reason, as a potential means to deliver a more effective educational experience at a lower…

  13. Activity Theory as a Framework for Analyzing CBT and E-Learning Environments.

    ERIC Educational Resources Information Center

    Pang, Peggy M. N.; Hung, David W. L.

    2001-01-01

    Describes the differences between traditional computer-based training (CBT) and electronic learning environments using the principles of activity theory. Concludes that an e-learning environment developed on the principles of activity theory characterizes the workplace because it provides a contextual-community perspective that is lacking in…

  14. Transporting CBT for Childhood Anxiety Disorders into Inner-City School-Based Mental Health Clinics

    ERIC Educational Resources Information Center

    Ginsburg, Golda S.; Becker, Kimberly D.; Kingery, Julie Newman; Nichols, Tanya

    2008-01-01

    The systematic expansion of evidence-based cognitive behavioral (CBT) protocols into the schools provides an opportunity for training front-line service providers in the early identification of anxious children and in the delivery of evidence-based treatments to children who might otherwise go without such treatment [Weist, M. D., & Evans, S. W.…

  15. Write Proposals. Module CG B-2 of Category B--Supporting. Competency-Based Career Guidance Modules.

    ERIC Educational Resources Information Center

    Gustafson, Richard A.

    This module is intended to help guidance personnel in a variety of educational and agency settings plan and develop successful proposals to assist in financing the improvement of existing or future career guidance programs. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and…

  16. Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

    ERIC Educational Resources Information Center

    Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

    2011-01-01

    Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

  17. Rebuttal to: A Critical Analysis of Competency Based Systems in Adult Education.

    ERIC Educational Resources Information Center

    Ratcliff, Sandra

    1984-01-01

    Discusses Michael Collins' critique of competency-based education and differentiates among competency-based education (CBE), competency-based adult education (CBAE), and adult performance level (APL). (JOW)

  18. Engagement in Trauma-Specific CBT for Youth Post-9/11

    PubMed Central

    Rodriguez, James; Hoagwood, Kimberly Eaton; Gopalan, Geetha; Olin, Serene; McKay, Mary M.; Marcus, Sue M.; Radigan, Marleen; Chung, Michelle; Legerski, Joanna

    2012-01-01

    Treatment participation was examined among youth enrolled in an evaluation of cognitive behavioral therapy (CBT) for trauma following the 9/11 World Trade Center disaster. Staff at nine agencies serving a predominantly low-income ethnically diverse population were trained to deliver CBT and structured engagement strategies. Four hundred and forty-five youth ages 5-19 were eligible for CBT, and 417 (94%) received at least one treatment session. Pretreatment and treatment show rates and overall dose were examined. Treatment participation rates were higher than those typically reported in community studies of children's mental health services. Regression analyses indicated variability across sites in treatment show rates with the highest rates at where services were delivered in schools. However, sites, demographic factors and trauma symptoms accounted for a small amount of variance in treatment participation overall. The study suggests structured engagement strategies, linked to evidence-based treatments may improve treatment participation for youth. PMID:22754272

  19. Enabling lay providers to conduct CBT for older adults: key steps for expanding treatment capacity.

    PubMed

    Kraus-Schuman, Cynthia; Wilson, Nancy L; Amspoker, Amber B; Wagener, Paula D; Calleo, Jessica S; Diefenbach, Gretchen; Hopko, Derek; Cully, Jeffrey A; Teng, Ellen; Rhoades, Howard M; Kunik, Mark E; Stanley, Melinda A

    2015-09-01

    The Institute of Medicine advocates the examination of innovative models of care to expand mental health services available for older adults. This article describes training and supervision procedures in a recent clinical trial of cognitive behavioral therapy (CBT) for older adults with generalized anxiety disorder (GAD) delivered by bachelor-level lay providers (BLPs) and to Ph.D.-level expert providers (PLPs). Supervision and training differences, ratings by treatment integrity raters (TIRs), treatment characteristics, and patient perceptions between BLPs and PLPs are examined. The training and supervision procedures for BLPs led to comparable integrity ratings, patient perceptions, and treatment characteristics compared with PLPs. These results support this training protocol as a model for future implementation and effectiveness trials of CBT for late-life GAD, with treatment delivered by lay providers supervised by a licensed provider in other practice settings. PMID:26327929

  20. Is immediate adjunctive CBT more beneficial than delayed CBT in treating depression?: A Pilot Study.

    PubMed

    Rizvi, Sakina J; Zaretsky, Ari; Schaffer, Ayal; Levitt, Anthony

    2015-03-01

    Cognitive-behavioral therapy (CBT) is an efficacious first-line therapy for patients with major depressive disorder (MDD). Due to the limited accessibility of CBT, long wait lists result in delayed treatment, which may affect treatment outcomes. The goal of this pilot study was to obtain preliminary data from a randomized controlled trial to determine whether delayed CBT reduces the effectiveness of the therapy compared to immediate CBT in patients with MDD receiving pharmacotherapy. Patients were randomized to receive immediate CBT (n=18) or to begin CBT after 6 months (n=20) and received 14 weekly sessions, followed by two additional booster sessions. During the active treatment months, patients in the immediate group demonstrated reductions in scores on the Beck Depression Inventory II (BDI-II) that were similar to those in the delayed CBT group. However, when the analysis was performed using only data from patients in the delayed group who were still in a depressive episode, there was an overall greater decrease in BDI-II scores in the immediate group vs. the delayed group over the active treatment months, but not specifically at the 6-month endpoint. These findings suggest delays in depression treatment, similar to what occurs with real-world wait list times, may not have a significant impact on the effectiveness of CBT in patients who are already receiving treatment as usual. However, such delays may affect the effectiveness of CBT in those patients who remain depressed during the time delay. A larger trial is necessary to confirm these findings. (Journal of Psychiatric Practice 2015;21:107-113). PMID:25782761

  1. Cognitive Bias Modification versus CBT in Reducing Adolescent Social Anxiety: A Randomized Controlled Trial

    PubMed Central

    de Jong, Peter J.; Nauta, Maaike H.

    2013-01-01

    Social anxiety is a common mental disorder among adolescents and is associated with detrimental long term outcomes. Therefore, this study investigated the efficacy of two possible early interventions for adolescent social anxiety and test anxiety. An internet-based cognitive bias modification (CBM; n?=?86) was compared to a school-based cognitive behavioral group training (CBT; n?=?84) and a control group (n?=?70) in reducing symptoms of social and test anxiety in high socially and/or test anxious adolescents aged 13–15 years. Participants (n?=?240) were randomized at school level over the three conditions. CBM consisted of a 20-session at home internet-delivered training; CBT was a 10-session at school group training with homework assignments; the control group received no training. Participants were assessed before and after the intervention and at 6 and 12 month follow-up. At 6 month follow-up CBT resulted in lower social anxiety than the control condition, while for CBM, this effect was only trend-significant. At 12 month follow-up this initial benefit was no longer present. Test anxiety decreased more in the CBT condition relative to the control condition in both short and long term. Interestingly, in the long term, participants in the CBM condition improved more with regard to automatic threat-related associations than both other conditions. The results indicate that the interventions resulted in a faster decline of social anxiety symptoms, whereas the eventual end point of social anxiety was not affected. Test anxiety was influenced in the long term by the CBT intervention, and CBM lead to increased positive automatic threat-related associations. Trial Registration TrialRegister.nl NTR965 PMID:23691203

  2. Considering CBT with Anxious Youth? Think Exposures

    ERIC Educational Resources Information Center

    Kendall, Philip C.; Robin, Joanna A.; Hedtke, Kristina A.; Suveg, Cynthia; Flannery-Schroeder, Ellen; Gosch, Elizabeth

    2005-01-01

    Following a historical precis regarding exposure and a brief description of a representative cognitive-behavioral therapy (CBT) program for anxiety disorders in youth, we discuss several factors related to conducting exposure tasks in youth. Topics include assessing anxious situations, creating a hierarchy, and using imaginal, as well as in vivo…

  3. Competency-Based Transfer Pilot Project--Final Report. Executive Summary [and] Competency-Based Transfer Pilot Project: Final Report on House Bill 1909

    ERIC Educational Resources Information Center

    Washington Higher Education Coordinating Board, 2006

    2006-01-01

    This publication contains the following: (1) Competency-Based Transfer Pilot Project--Final Report. Executive Summary (January 2006); and (2) Competency-Based Transfer Pilot Project: Final Report on House Bill 1909 (January 2005). In 2003, the legislature and governor enacted House Bill 1909 to create a pilot project on competency-based transfer…

  4. Competency-Based Education: A Selected Annotated Bibliography.

    ERIC Educational Resources Information Center

    Walonick, David

    This document is an annotated, selected bibliography on competency-based education. Items include books, book chapters, journal articles, conference papers, and ERIC documents, totaling 29 entries in all. The dates on the bulk of materials range from 1974 through 1977; however, a few older items are included. Materials deal with testing,…

  5. Competency Based Modular Experiments in Polymer Science and Technology.

    ERIC Educational Resources Information Center

    Pearce, Eli M; And Others

    1980-01-01

    Describes a competency-based, modular laboratory course emphasizing the synthesis and characterization of polymers and directed toward senior undergraduate and/or first-year graduate students in science and engineering. One module, free-radical polymerization kinetics by dilatometry, is included as a sample. (CS)

  6. Implementing the Plan. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on implementing the landscape plan is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The seven sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered…

  7. Nursery Propagation. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on nursery propagation is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  8. Maintaining the Landscape. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on maintaining the landscape is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  9. Tree Identification. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  10. Developing a Landscape Plan. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on developing a landscape plan is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered…

  11. A Competency Based Curriculum Guide: Ethanol Spark Ignition Engine Conversion.

    ERIC Educational Resources Information Center

    Blair, Brittain A.

    This guide is a competency-based vocational curriculum designed to provide educators with viable ethanol (100 percent alcohol) engine conversion procedures stated in simple terms and set in a flexible educational environment. The curriculum is designed so that educators can form various combinations of instructional activities and resource…

  12. Pennsylvania Competency-Based Teacher Education. Competencies: Industrial Arts Education.

    ERIC Educational Resources Information Center

    Koble, Ronald L.

    A competency-based educational project was done to develop an inventory of the competencies that beginning teachers of industrial arts education (K-12) in Pennsylvania must demonstrate to meet standards for satisfactory performance. Three regional workshops were held where the participants, selected by a steering committee using specific criteria,…

  13. Competency-Based Education Programs: A Library Perspective

    ERIC Educational Resources Information Center

    Sanders, Colleen

    2015-01-01

    Competency-based education (CBE) is an emerging model for higher education designed to reduce certain barriers to educational attainment. This essay describes CBE and the challenges and opportunities for academic librarians desiring to serve students and faculty in Library and Information Management Master of Library Science (MLS) programs. Every…

  14. Soils and Fertilizers. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on soils and fertilizers is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline taking soil samples, testing samples, preparing soil for…

  15. Nursery and Greenhouse Worker. Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Long, Diana

    This secondary-level, competency-based curriculum contains 11 modules for Nursery and Greenhouse Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Nursery and Greenhouse Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

  16. College for America: Student-Centered, Competency-Based Education

    ERIC Educational Resources Information Center

    Clerkin, Kris; Simon, Yvonne

    2014-01-01

    This article presents a new model of education that works with employers to help their employees gain the skills and credentials needed for promotions and career mobility. Southern New Hampshire University's College for America, a competency-based education model for working adults, increases their access to, and the convenience of higher…

  17. Tractor Mechanic--Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    McCann, Edward W.

    Developed to assist vocational agricultural mechanics students in learning to be tractor mechanics, this curriculum guide contains all the student competency sheets which comprise this competency-based curriculum. These competency sheets are categorized under sixteen instructional units. The first two units cover employment opportunities and…

  18. Competency-Based Nursing Career Ladder Model. Final Report.

    ERIC Educational Resources Information Center

    Wilson, Janie Menchaca; And Others

    An open-entry/open-exit competency-based nursing career ladder model was developed to demonstrate the articulation process from high school through licensed vocational nursing (LVN), associate degree nursing (ADN), and baccalaureate degree-level nursing (BSN) programs. The model was based on data obtained from a review of the literature on (1)…

  19. Task Listing for Respiratory Therapy Assistant. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This instructional task listing is designed to be used in combination with the "Health Occupations Education Service Area Resource" in order to implement competency-based education in the respiratory therapy assistant program in Virginia. The task listing contains three major sections: (1) duty areas; (2) a program description; and (3) a content…

  20. Teacher's Guide for Competency Based Core Curriculum for Health Occupations.

    ERIC Educational Resources Information Center

    Meckley, Richard; And Others

    This teacher's guide is intended to acompany the Competency Based Core Curriculum for Health Occupations student materials--see note. Contents include suggested tests and answer keys for student evaluation and a tool and equipment list. A comprehensive bibliography is organized into these topics: dental hygiene, medical laboratory technology,…

  1. Competency Based Education Curriculum for Prevocational Manufacturing Exploration. Teacher's Guide.

    ERIC Educational Resources Information Center

    Thompson, William R.

    This publication is the teacher's guide for the competency-based Prevocational Manufacturing Exploration curriculum for secondary students in West Virginia. The guide is intended to help instructors give students career exploration activities in the various fields and job categories of manufacturing. The guide is organized into 18 learning…

  2. A Competency-Based Teacher Education Development Project. Final Report.

    ERIC Educational Resources Information Center

    Belcher, Leon H.

    This report describes a 1-year project for the initial development and implementation of a competency-based teacher education program. The project was part of a fifth-cycle Teacher Corps program. Project activities were directed toward planning, faculty development, assessment of changes in attitudes and program structures, and facilitation of…

  3. Medical Assistant: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Newport News Public Schools, VA.

    This task analysis guide is designed to be used in combination with the "Health Occupations Education Service Area Resource" in order to implement competency-based education in the Medical Assistant program in Virginia. The task analysis guide contains the task inventory, suggested task sequence lists, and content outlines for the specific courses…

  4. Competency-Based Curriculum for Prevocational Exploration. Personal Service.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Occupational, Adult, and Safety Education.

    This competency-based curriculum was designed to aid teachers in West Virginia to provide students with information about careers in the personal services occupational cluster. The curriculum guide contains 43 lessons, organized into the four areas of attendant services, barber and beauty services, commercial services, and residential services,…

  5. Planting Turf. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on planting turf is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The eight sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  6. Agricultural Production: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the agricultural production program. Section 1 contains a validated task inventory for agricultural production. Tasks are divided into 10 duty areas: orienting the student to agricultural production,…

  7. Gardener and Landscape Worker. Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Long, Diana

    This secondary-level, competency-based curriculum contains modules for Gardener and Landscape Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Gardener and Landscape Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

  8. CNC Turning Technician. A Competency-Based Instructional System.

    ERIC Educational Resources Information Center

    Sloan, Kelly; Hilley, Robert

    This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

  9. Student Material for Competency-Based Education Curriculum for Welding.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This student welding competency-based education curriculum consists of six units dealing with general areas related to trade occupations and nine units covering specific aspects of working with welding equipment and performing welding operations. Topics covered in the first six units are welding opportunities, human relations, safety, basic…

  10. Mass Screening: An Aid to Competency Based Program Development.

    ERIC Educational Resources Information Center

    Siehl, Peterann M.; Studer, Jeannine

    Adolescent suicide is the second leading cause of death in the adolescent population and is on the rise. This study used a mass screening concept as a pre-test identifier of at risk clients for suicide ideation and depressions; development of a competency-based prevention group treatment program, and the post-testing of the identified at-risk…

  11. Competency-Based Occupational Programs: Identification, Structuring, and Evaluation.

    ERIC Educational Resources Information Center

    Pensacola Junior Coll., FL.

    This publication presents results of the third phase of a Pensacola Junior College project to develop certain vocational programs as competency-based education. A brief narrative discusses the entire project--especially phase 3, which involved identification and definition of those competencies expected by an employer using input from an advisory…

  12. A Competency-Based Human Resource Development Strategy

    ERIC Educational Resources Information Center

    Gangani, Noordeen; McLean, Gary N.; Braden, Richard A.

    2006-01-01

    This article explores some of the major issues in developing and implementing a competency-based human resource development strategy. The article summarizes a brief literature review on how competency models can be developed and implemented to improve employee performance. A case study is presented of American Medical Systems (AMS), a mid-sized…

  13. Competency Based Curriculum for Prevocational Exploration Consumer and Homemaking.

    ERIC Educational Resources Information Center

    Reese, Clara; Chenoweth, Roberta

    This competency-based prevocational exploration curriculum is designed to provide occupational information and hands-on experiences pertaining to consumer and homemaking occupations to ninth- and tenth-grade students. The curriculum consists of 45 learning pacs, 43 of which cover one service occupation each. Information for each service occupation…

  14. Business Communication as a Competency-Based General Education Course.

    ERIC Educational Resources Information Center

    Stoddard, Ted D.

    1980-01-01

    Outlines a competency-based business communication course offered at Brigham Young University to satisfy the general education requirement. Highlights the competency requirements, course content and organization, and evaluation procedures, as well as general outcomes and proven effectiveness of the course. (JMF)

  15. High School Art Education Guide. Competency-Based Education.

    ERIC Educational Resources Information Center

    Frederick County Public Schools, MD.

    Arranged into 26 sections, this curriculum guide provides high school teachers with a competency based approach to teaching art education. Following a statement of appreciation, the philosophy and goals for art education in Maryland are presented. An excerpt from Edmund Feldman's "Varieties of Visual Experience" discusses aesthetic expression.…

  16. Commercial Photography: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Endo, Paula; Morrell, Linda

    These task analyses are designed to be used in combination with the "Trade and Industrial Education Service Area Resource" in order to implement competency-based education in the commercial photography program in Virginia. The task analysis document contains the task inventory, suggested task sequence lists, and content outlines for the courses in…

  17. Competency Based Education Curriculum for Energy Efficient Building Construction.

    ERIC Educational Resources Information Center

    Cole, John; And Others

    This competency-based curriculum for energy-efficient building construction is intended to educate students in the importance of conserving energy and to provide for developing skills needed in the application of energy-saving techniques that result in energy-efficient buildings. Each of the eight units is based on one to five competencies. For…

  18. Principles for Developing Competency-Based Education Programs

    ERIC Educational Resources Information Center

    Johnstone, Sally M.; Soares, Louis

    2014-01-01

    The 2013 US college/university policy agenda, "Making College Affordable: A Better Agenda for the Middle Class," highlighted the role of developing technologies, institutional curriculum-design processes, and new delivery methods as keys to providing quality, affordable postsecondary education. Competency-based education (CBE) is given…

  19. What Are the Components of CBT for Psychosis? A Delphi Study

    PubMed Central

    Morrison, Anthony P.; Barratt, Sarah

    2010-01-01

    There is strong evidence supporting the implementation of cognitive behavior therapy (CBT) for people with psychosis. However, there are a variety of approaches to the delivery and conceptual underpinnings within different research groups, and the degree of consensus or disagreement regarding what are the intrinsic components has not been explored. This study uses the Delphi method to try to establish what a group of experts in CBT for psychosis view as important. Experts were invited to participate in 3 rounds of producing and rating statements that addressed areas such as principles, assessment, models, formulation, change strategies, homework, and therapists’ assumptions in order to consolidate consensus of opinion. Seventy-seven items were endorsed as important or essential for CBT for psychosis by >80% of the panel. These recommendations should ensure greater fidelity in clinical practice, allow greater evaluation of adherence within clinical trials, facilitate the development of competency frameworks, and be of value in relation to training and dissemination of CBT for psychosis. PMID:19880824

  20. Translating Anxiety-Focused CBT for Youth in a First Nations Context in Northwestern Ontario

    PubMed Central

    Nowrouzi, Behdin; Manassis, Katharina; Jones, Emily; Bobinski, Tina; Mushquash, Christopher J.

    2015-01-01

    Objective: We sought to evaluate a translation of anxiety-focused cognitive behavioral therapy (CBT) to a First Nations children’s mental health provider in rural Ontario and to enhance our understanding of CBT challenges and adaptations unique to the First Nations context. Methods: The study was conceptualized as a mixed methods sequential explanatory approach using a quasi-experimental (before and after) design with quantitative and qualitative components. Data were produced in two ways: questionnaires completed by therapists, parents and clients pre- and post-training, and through a focus group with therapists working with First Nations clients. Participants of this study were a subset of a larger knowledge translation study involving ten agencies, and comprised nine therapists (two males and seven females), and seven children (six males and one female) from a single First Nations agency. The mean age of children was 11.8 years (±2.71), comparable to children in other agencies. Results: First Nations therapists’ scores on a child CBT knowledge questionnaire post-training did not differ from those of therapists in other agencies when controlling for initial values, suggesting comparable training benefit. Children did not differ between groups on any key measures, and all key measures showed improvement from pre- to post-training. Four key themes emerged from therapist focus groups: client challenges, value of supervision, practice challenges, and Northern/rural/remote challenges. Conclusions: The study highlights the importance of delivering a culturally appropriate CBT program to First Nations populations in Northern Ontario, and provides preliminary evidence of its effectiveness. PMID:26336378

  1. CBT Pilot Program Instructional Guide. Basic Drafting Skills Curriculum Delivered through CAD Workstations and Artificial Intelligence Software.

    ERIC Educational Resources Information Center

    Smith, Richard J.; Sauer, Mardelle A.

    This guide is intended to assist teachers in using computer-aided design (CAD) workstations and artificial intelligence software to teach basic drafting skills. The guide outlines a 7-unit shell program that may also be used as a generic authoring system capable of supporting computer-based training (CBT) in other subject areas. The first section…

  2. Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

    PubMed

    Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank

    2010-01-01

    In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative. PMID:21126229

  3. Evaluation of the sustainability and clinical outcome of alternatives for families: A cognitive-behavioral therapy (AF-CBT) in a child protection center

    PubMed Central

    Iselin, Anne-Marie R.; Gully, Kevin J.

    2011-01-01

    This paper examines the sustainability and outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) as delivered by practitioners in a community-based child protection program who had received training in the model several years earlier. Formerly described as Abuse-Focused CBT, AF-CBT is an evidence-based treatment (EBT) for child physical abuse and family aggression/conflict that was included in the National Child Traumatic Stress Network’s initial EBT dissemination efforts in 2002. Seven practitioners participated in a year-long Learning Collaborative in AF-CBT and in similar training programs for 4 other EBTs. The agency’s routine data collection system was used to document the clinical and adjustment outcomes of 52 families presenting with a physically abused child who received their services between 2 and 5 years after the AF-CBT training had ended. Measures of the use of all 5 EBTs documented their frequency, internal consistency, and intercorrelations. Controlling for the unique content of the other four EBTs, the amount of AF-CBT Abuse-specific content delivered was related to improvements on standardized parent rating scales (i.e., child externalizing behavior, anger, anxiety, social competence) and both parent and clinician ratings of the child’s adjustment at discharge (i.e., child more safe, less scared/sad, more appropriate with peers). The amount of AF-CBT General content was related to a few discharge ratings (better child prognosis, helpfulness to parents). These novel data provide suggestive evidence for the sustainability and clinical benefits of AF-CBT in an existing community clinic serving physically abused children and their families, and are discussed in the context of key developments in the treatment model and dissemination literature. PMID:21354619

  4. When Failure Is Not An Option: Designing Competency-Based Pathways for Next Generation Learning

    ERIC Educational Resources Information Center

    Sturgis, Chris; Patrick, Susan

    2010-01-01

    This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer an option. Competency-based approaches build upon standards reforms, offering…

  5. Trauma-focused CBT for youth with complex trauma

    PubMed Central

    Mannarino, Anthony P.; Kliethermes, Matthew; Murray, Laura A.

    2013-01-01

    Objectives Many youth develop complex trauma, which includes regulation problems in the domains of affect, attachment, behavior, biology, cognition, and perception. Therapists often request strategies for using evidence-based treatments (EBTs) for this population. This article describes practical strategies for applying Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth with complex trauma. Methods TF-CBT treatment phases are described and modifications of timing, proportionality and application are described for youth with complex trauma. Practical applications include a) dedicating proportionally more of the model to the TF-CBT coping skills phase; b) implementing the TF-CBT Safety component early and often as needed throughout treatment; c) titrating gradual exposure more slowly as needed by individual youth; d) incorporating unifying trauma themes throughout treatment; and e) when indicated, extending the TF-CBT treatment consolidation and closure phase to include traumatic grief components and to generalize ongoing safety and trust. Results Recent data from youth with complex trauma support the use of the above TF-CBT strategies to successfully treat these youth. Conclusions The above practical strategies can be incorporated into TF-CBT to effectively treat youth with complex trauma. Practice implications Practical strategies include providing a longer coping skills phase which incorporates safety and appropriate gradual exposure; including relevant unifying themes; and allowing for an adequate treatment closure phase to enhance ongoing trust and safety. Through these strategies therapists can successfully apply TF-CBT for youth with complex trauma. PMID:22749612

  6. Improving the Transportability of CBT for Internalizing Disorders in Children

    ERIC Educational Resources Information Center

    Elkins, R. Meredith; McHugh, R. Kathryn; Santucci, Lauren C.; Barlow, David H.

    2011-01-01

    Research provides strong support for the efficacy and effectiveness of cognitive behavioral therapy (CBT) for the treatment of childhood internalizing disorders. Given evidence for limited dissemination and implementation of CBT outside of academic settings, efforts are underway to improve its transportability so that more children with mental…

  7. Effectiveness of Modular CBT for Child Anxiety in Elementary Schools

    ERIC Educational Resources Information Center

    Chiu, Angela W.; Langer, David A.; McLeod, Bryce D.; Har, Kim; Drahota, Amy; Galla, Brian M.; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Wood, Jeffrey J.

    2013-01-01

    Most randomized controlled trials of cognitive-behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular…

  8. Modifying CBT for Perinatal Depression: What Do Women Want?

    ERIC Educational Resources Information Center

    O'Mahen, Heather; Fedock, Gina; Henshaw, Erin; Himle, Joseph A.; Forman, Jane; Flynn, Heather A.

    2012-01-01

    The evidence for the efficacy of CBT for depression during the perinatal period is mixed. This was a qualitative study that aimed to understand the perinatal-specific needs of depressed women in an effort to inform treatment modifications that may increase the relevance and acceptability of CBT during this period. Stratified purposeful sampling…

  9. Analysis of the Competency-Based High School Diploma Program for CETA Clients. Report I: Structural and Programmatic Features of the Pilot Project as Model.

    ERIC Educational Resources Information Center

    McMillan, Samuel H., Jr.

    The University of Texas Pilot Program was operated in five sites in Texas (Abilene, Brownsville, El Paso, Houston, and Temple) to demonstrate the utility of competency-based high school diplomas for Comprehensive Employment and Training Act (CETA) clients. Included among the program features common to all five sites were the following: (1) the…

  10. History of Cognitive-Behavioral Therapy (CBT) in Youth

    PubMed Central

    Benjamin, Courtney L.; Puleo, Connor M.; Settipani, Cara A.; Brodman, Douglas M.; Edmunds, Julie M.; Cummings, Colleen M.

    2011-01-01

    Synopsis CBT represents a combination of behavioral and cognitive theories of human behavior and psychopathology, and a melding of emotional, familial, and peer influences. The numerous intervention strategies that comprise CBT reflect its complex and integrative nature and include such topics as extinction, habituation, modeling, cognitive restructuring, problem-solving, and the development of coping strategies, mastery, and a sense of self-control. CBT targets multiple areas of potential vulnerability (e.g., cognitive, behavioral, affective) with developmentally-guided strategies and traverses multiple intervention pathways. Although CBT is often considered the “first line treatment” for many psychological disorders in youth, additional work is necessary to address treatment non-responders and to facilitate the dissemination of efficacious CBT approaches. PMID:21440849

  11. The science of CBT: toward a metacognitive model of change?

    PubMed

    Dobson, Keith S

    2013-06-01

    This article supports several aspects of the arguments by Hofmann, Asmundson, and Beck (2013--this issue) about the scientific basis of cognitive-behavioral therapy (CBT), for example, that CBT has a strong evidence base, and that studies of the mechanisms of change are warranted. This response discusses growth within the broad field of CBT, as well as the diverse research methods that are needed to explore both clinical efficacy and treatment mechanism questions. It is suggested that the field of CBT may be approaching a shift in emphasis from cognitive to metacognitive assessment and interventions. The article concludes with a statement of general support for further development of the field of CBT. PMID:23611072

  12. Quantitative training system assessments using General Systems Performance Theory 

    E-print Network

    Kashyap, Sujatha

    2000-01-01

    The use of computers for imparting education and training is rapidly gaining widespread acceptance. There is considerable evidence in literature to show that computer-based training (CBT) can lower training costs and shorten the time taken...

  13. A machine learning approach to modeling and predicting training effectiveness

    E-print Network

    Stimpson, Alexander J. (Alexander James)

    2015-01-01

    Developments in online and computer-based training (CBT) technologies have enabled improvements in efficiency, efficacy, and scalability of modern training programs. The use of computer-based methods in training programs ...

  14. Effectiveness of Modular CBT for Child Anxiety in Elementary Schools

    PubMed Central

    Chiu, Angela W.; Langer, David A.; McLeod, Bryce D.; Har, Kim; Drahota, Amy; Galla, Brian M.; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Wood, Jeffrey J.

    2013-01-01

    Most randomized controlled trials of cognitive–behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular CBT program for childhood anxiety disorders in two elementary schools. Forty children (5–12 years old) with anxiety disorders, referred by teachers and school staff, were randomly assigned to modular CBT or a 3-month waitlist. Clinicians worked with individual families as well as teachers and school staff. Evaluators blind to treatment condition conducted structured diagnostic interviews and caregivers and children completed symptom checklists at pre- and posttreatment. The primary study outcome, the Clinical Global Impressions-Improvement scale, yielded a positive treatment response at posttreatment for 95.0% of CBT participants, as compared with only 16.7% of the waitlist participants. CBT also outperformed the waitlist on diagnostic outcomes and caregiver-report measures of anxiety. Treatment effects did not extend beyond anxiety diagnoses and symptoms. Results suggest that modular CBT delivered within the elementary school setting may be effective for the treatment of child anxiety disorders. A replication of the study results with a larger sample is indicated. PMID:23750860

  15. CBT: a new approach for designing color teaching aids for the media industry

    NASA Astrophysics Data System (ADS)

    Sobotka, Werner; Gloss, Carina; Seiter, Martin

    2002-06-01

    CBT - Computer Based training, an approach for designing teaching aids was tested in this project and it will be shown how this new teaching instrument can be used for teaching basic color theory and advanced color technology for the media industry. The different types of media were tested in this project and the advantages and disadvantages of CDs, DVDs, online-services tele-teaching facilities in the field of color technology will be pointed out. Examples of CDs and online-activities will be shown and a complete course outline system for different levels will be pointed out starting with apprenticeship level, high school level up to company training and college course training materials. Mainly a lifelong learning approach will be emphasized to give especially SMES (small and medium enterprises) in media industry the possibility to train their professionals properly without too much absence from the company necessary.

  16. A competency-based longitudinal core curriculum in medical neuroscience.

    PubMed

    Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

    2014-07-29

    Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. PMID:24975860

  17. The Application of Artificial Intelligence Principles to Teaching and Training

    ERIC Educational Resources Information Center

    Shaw, Keith

    2008-01-01

    This paper compares and contrasts the use of AI principles in industrial training with more normal computer-based training (CBT) approaches. A number of applications of CBT are illustrated (for example simulations, tutorial presentations, fault diagnosis, management games, industrial relations exercises) and compared with an alternative approach…

  18. Computer-Based Training: Capitalizing on Lessons Learned

    ERIC Educational Resources Information Center

    Bedwell, Wendy L.; Salas, Eduardo

    2010-01-01

    Computer-based training (CBT) is a methodology for providing systematic, structured learning; a useful tool when properly designed. CBT has seen a resurgence given the serious games movement, which is at the forefront of integrating primarily entertainment computer-based games into education and training. This effort represents a multidisciplinary…

  19. AI in Computer-Based Training

    ERIC Educational Resources Information Center

    Camstra, Bert

    2008-01-01

    In this paper, intelligent approaches to CBT are put into several perspectives in an attempt to elucidate the concepts and give them a more realistic (and not only glamorous) footing. The role of expert systems in training is explored and possible routes towards intelligent CBT are outlined. [This paper was first published in "Interactive Learning…

  20. Researching the Competence-Based Curriculum: Preface to a Case Study of Four Urban Secondary Schools

    ERIC Educational Resources Information Center

    Downey, Christopher; Byrne, Jenny; Souza, Ana

    2013-01-01

    This introductory article accompanies three further articles forming a case study research project undertaken to describe the experience of four urban secondary schools implementing a competence-based curriculum for students in their first year of secondary education. The nature of such competence-based curricula is discussed in the context of…

  1. It's Not a Matter of Time: Highlights from the 2011 Competency-Based Summit

    ERIC Educational Resources Information Center

    Sturgis, Chris; Patrick, Susan; Pittenger, Linda

    2011-01-01

    From Anchorage, Alaska, to Orlando, Florida, and from Gray, Maine, to Yuma, Arizona, one hundred competency-based innovators gathered at the Competency-Based Learning Summit in March 2011. Sponsored by the Council of Chief State School Officers (CCSSO) and the International Association for K-12 Online Learning (iNACOL), the Summit was developed in…

  2. Competency-Based Performance Appraisals: Improving Performance Evaluations of School Nutrition Managers and Assistants/Technicians

    ERIC Educational Resources Information Center

    Cross, Evelina W.; Asperin, Amelia Estepa; Nettles, Mary Frances

    2009-01-01

    Purpose: The purpose of the research was to develop a competency-based performance appraisal resource for evaluating school nutrition (SN) managers and assistants/technicians. Methods: A two-phased process was used to develop the competency-based performance appraisal resource for SN managers and assistants/technicians. In Phase I, draft…

  3. Competency-Based Vocational Education and Self-Paced Learning. Monograph Series.

    ERIC Educational Resources Information Center

    Watson, Anthony

    This paper highlights the main features and proposed advantages of competency-based vocational education (CBVE) through an examination of three competency-based programs n operation. The programs examined are those of Holland College, Charlottetown, Prince Edward Island, Canada; Northeast Metro Technical College, White Bear Lake, Minnesota; and…

  4. A Competency-Based Guided-Learning Algorithm Applied on Adaptively Guiding E-Learning

    ERIC Educational Resources Information Center

    Hsu, Wei-Chih; Li, Cheng-Hsiu

    2015-01-01

    This paper presents a new algorithm called competency-based guided-learning algorithm (CBGLA), which can be applied on adaptively guiding e-learning. Computational process analysis and mathematical derivation of competency-based learning (CBL) were used to develop the CBGLA. The proposed algorithm could generate an effective adaptively guiding…

  5. Moving toward Competency-Based Admissions: A Northeast Regional Symposium (Manchester, New Hampshire, October 22, 1998).

    ERIC Educational Resources Information Center

    Jobs for the Future, Boston, MA.

    These proceedings include an overview of the meeting, at which 75 leaders from secondary and postsecondary education, business, and state agencies met to discuss competency-based education systems and updates on the status of competency-based admissions in a number of states. The proceedings also provide a list of suggested regional activities to…

  6. Emergence and Outlook of Competence-Based Education in European Education Systems: An Overview

    ERIC Educational Resources Information Center

    Tchibozo, Guy

    2011-01-01

    This contribution takes stock on the emergence of competence-based education in European Union (EU) countries. The article explains how economic constraints but also educational motives led educational policies and systems in the EU to shift to competence-based education. The related instructional frame and concepts are presented, as are the major…

  7. CBT for Adolescents With Anxiety: Mature Yet Still Developing.

    PubMed

    Kendall, Philip C; Peterman, Jeremy S

    2015-06-01

    Anxiety disorders are common in adolescents (ages 12 to 18) and contribute to a range of impairments. There has been speculation that adolescents with anxiety are at risk for being treatment nonresponders. In this review, the authors examine the efficacy of cognitive-behavioral therapy (CBT) for adolescents with anxiety. Outcomes from mixed child and adolescent samples and from adolescent-only samples indicate that approximately two-thirds of youths respond favorably to CBT. CBT produces moderate to large effects and shows superiority over control/comparison conditions. The literature does not support differential outcomes by age: adolescents do not consistently manifest poorer outcomes relative to children. Although extinction paradigms find prolonged fear extinction in adolescent samples, basic research does not fully align with the processes and goals of real-life exposure. Furthermore, CBT is flexible and allows for tailored application in adolescents, and it may be delivered in alternative formats (i.e., brief, computer/Internet, school-based, and transdiagnostic CBT). PMID:26029805

  8. A Novel CBT Web Course for the Substance Abuse Workforce: Community Counselors’ Perceptions

    PubMed Central

    Amodeo, Maryann; Storti, Susan A.; Steketee, Gail; Blitzman, Geri; Smith, Lauren

    2012-01-01

    This article describes (a) a web-based course for substance abuse counselors on Cognitive-Behavioral Therapy (CBT), and (b) the evaluation of a prototype module from the web-based course to determine the feasibility of the e-learning program for a community-based counselor audience. The course is part of a unique study that trains counselor-supervisor teams to increase the transfer of learned skills to the agency. Following curriculum design, we sought counselor reactions to the prototype module on strengths/limitations of the design, functionality, and effectiveness. Results showed that counselors learned new information, found this format effective compared to other training, and wanted to complete a full CBT web course. Counselors’ evaluation led content and technology changes: we add and segmented material aimed at the advanced, more theoretically-oriented counselor, and housed these topics behind an “advanced concept” graphics button; added 7 screens to accommodate text broken into smaller units; and increased the difficulty of the end-of-module quiz. PMID:19197779

  9. Predictors of CBT Outcome in Older Adults with GAD

    PubMed Central

    Hundt, Natalie E.; Amspoker, Amber B.; Kraus-Schuman, Cynthia; Cully, Jeffrey A.; Rhoades, Howard; Kunik, Mark E.; Stanley, Melinda A.

    2014-01-01

    The current study is a secondary analysis of data from a randomized controlled trial of CBT for late-life GAD (Stanley et al., 2014) which provided an opportunity to examine predictors of outcome among those who received CBT. Participants were 150 older adults who were randomized to receive 10 sessions of CBT. Completer analyses found that homework completion, number of sessions attended, lower worry severity, lower depression severity, and recruitment site predicted 6-month worry outcome on the PSWQ-A, whereas homework completion, credibility of the therapy, lower anxiety severity, and site predicted better 6-month anxiety outcome on the STAI-T. In intent-to-treat multivariate analyses, however, only initial worry and anxiety severity, site, and number of sessions completed predicted treatment outcome. These results are largely consistent with predictors of outcome in younger adults and suggest that lower initial symptom severity and variables consistent with greater engagement in treatment predict outcome. PMID:25445074

  10. Radiological Worker Computer Based Training

    Energy Science and Technology Software Center (ESTSC)

    2003-02-06

    Argonne National Laboratory has developed an interactive computer based training (CBT) version of the standardized DOE Radiological Worker training program. This CD-ROM based program utilizes graphics, animation, photographs, sound and video to train users in ten topical areas: radiological fundamentals, biological effects, dose limits, ALARA, personnel monitoring, controls and postings, emergency response, contamination controls, high radiation areas, and lessons learned.

  11. Computer-Based Training at a Military Medical Center: Understanding Decreased Participation in Training among Staff and Ways to Improve Completion Rates

    ERIC Educational Resources Information Center

    Lavender, Julie

    2013-01-01

    Military health care facilities make extensive use of computer-based training (CBT) for both clinical and non-clinical staff. Despite evidence identifying various factors that may impact CBT, the problem is unclear as to what factors specifically influence employee participation in computer-based training. The purpose of this mixed method case…

  12. Criterion validity of a competency-based assessment center in medical education – a 4-year follow-up study

    PubMed Central

    Rotthoff, Thomas; Ostapczuk, Martin S.; Kröncke, Klaus D.; Zimmerhofer, Alexander; Decking, Ulrich; Schneider, Matthias; Ritz-Timme, Stefanie

    2014-01-01

    Introduction Core competencies have progressively gained importance in medical education. In other contexts, especially personnel selection and development, assessment centers (ACs) are used to assess competencies, but there is only a limited number of studies on competency-based ACs in medical education. To the best of our knowledge, the present study provides the first data on the criterion-related validity of a competency-based AC in medical education. Methods We developed an AC tailored to measure core competencies relevant to medical education (social-ethical, communicative, self, and teaching) and tested its validity in n=30 first-year medical students using 3- to 4-year follow-up measures such as (a) objective structured clinical examinations (OSCE) on basic clinical skills (n=26), (b) OSCE on communication skills (n=21), and (c) peer feedback (n=18). The AC contained three elements: interview, group discussion, and role play. Additionally, a self-report questionnaire was provided as a basis for the interview. Results Baseline AC average score and teaching competency correlated moderately with the communication OSCE average score (r=0.41, p=0.03, and r=0.38, p=0.04, respectively). Social-ethical competency in the AC showed a very strong convergent association with the communication OSCE average score (r=0.60, p<0.01). The AC total score also showed a moderate correlation with the overall peer feedback score provided in Year 4 (r=0.38, p=0.06). In addition, communicative competency correlated strongly with the overall peer feedback (r=0.50, p=0.02). We found predominantly low and insignificant correlations between the AC and the OSCE on basic clinical skills (r=?0.33 to 0.30, all p's>0.05). Conclusion The results showed that competency-based ACs can be used at a very early stage of medical training to successfully predict future performance in core competencies. PMID:25219931

  13. Competency-based medical education in two Sub-Saharan African medical schools

    PubMed Central

    Kiguli-Malwadde, Elsie; Olapade-Olaopa, E Oluwabunmi; Kiguli, Sarah; Chen, Candice; Sewankambo, Nelson K; Ogunniyi, Adesola O; Mukwaya, Solome; Omaswa, Francis

    2014-01-01

    Background Relatively little has been written on Medical Education in Sub-Saharan Africa, although there are over 170 medical schools in the region. A number of initiatives have been started to support medical education in the region to improve quality and quantity of medical graduates. These initiatives have led to curricular changes in the region, one of which is the introduction of Competency-Based Medical Education (CBME). Institutional reviews This paper presents two medical schools, Makerere University College of Health Sciences and College of Medicine, University of Ibadan, which successfully implemented CBME. The processes of curriculum revision are described and common themes are highlighted. Both schools used similar processes in developing their CBME curricula, with early and significant stakeholder involvement. Competencies were determined taking into consideration each country’s health and education systems. Final competency domains were similar between the two schools. Both schools established medical education departments to support their new curricula. New teaching methodologies and assessment methods were needed to support CBME, requiring investments in faculty training. Both schools received external funding to support CBME development and implementation. Conclusion CBME has emerged as an important change in medical education in Sub-Saharan Africa with schools adopting it as an approach to transformative medical education. Makerere University and the University of Ibadan have successfully adopted CBME and show that CBME can be implemented even for the low-resourced countries in Africa, supported by external investments to address the human resources gap. PMID:25525404

  14. The Effect of Cognitive Behavioral Therapy (CBT) on Depression: The Role of Problem-Solving Appraisal

    ERIC Educational Resources Information Center

    Chen, Szu-Yu; Jordan, Catheleen; Thompson, Sanna

    2006-01-01

    Objective: Many studies have confirmed the efficacy of cognitive behavioral therapy (CBT) as a treatment for depression. However, the mechanism of CBT for depression reduction is still not well understood. This study explored the mechanism of CBT from the perspective of individuals' problem-solving appraisal. Method: A one-group pretest-posttest…

  15. Processes of Change in CBT of Adolescent Depression: Review and Recommendations

    ERIC Educational Resources Information Center

    Webb, Christian A.; Auerbach, Randy P.; DeRubeis, Robert J.

    2012-01-01

    A growing body of research supports the efficacy of cognitive-behavioral therapy (CBT) for adolescent depression. The mechanisms through which CBT exerts its beneficial effects on adolescent patients suffering from depression, however, remain unclear. The current article reviews the CBT for adolescent depression process literature. Our review…

  16. Trauma-Focused CBT for Youth who Experience Ongoing Traumas

    PubMed Central

    Cohen, Judith A.; Mannarino, Anthony P.; Murray, Laura A.

    2011-01-01

    Many youth experience ongoing trauma exposure, such as domestic or community violence. Clinicians often ask whether evidence-based treatments containing exposure components to reduce learned fear responses to historical trauma are appropriate for these youth. Essentially the question is, if youth are desensitized to their trauma experiences, will this in some way impair their responding to current or ongoing trauma? The paper addresses practical strategies for implementing one evidence-based treatment, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth with ongoing traumas. Collaboration with local therapists and families participating in TF-CBT community and international programs elucidated effective strategies for applying TF-CBT with these youth. These strategies included: 1) enhancing safety early in treatment; 2) effectively engaging parents who experience personal ongoing trauma; and 3) during the trauma narrative and processing component focusing on a) increasing parental awareness and acceptance of the extent of the youths’ ongoing trauma experiences; b) addressing youths’ maladaptive cognitions about ongoing traumas; and c) helping youth differentiate between real danger and generalized trauma reminders. Case examples illustrate how to use these strategies in diverse clinical situations. Through these strategies TF-CBT clinicians can effectively improve outcomes for youth experiencing ongoing traumas. PMID:21855140

  17. Therapist Factors and Outcomes in CBT for Anxiety in Youth

    PubMed Central

    Podell, Jennifer L.; Kendall, Philip C.; Gosch, Elizabeth A.; Compton, Scott N.; March, John S.; Albano, Anne-Marie; Rynn, Moira A.; Walkup, John T.; Sherrill, Joel T.; Ginsburg, Golda S.; Keeton, Courtney P.; Birmaher, Boris; Piacentini, John C.

    2014-01-01

    This study examined the relationship between therapist factors and child outcomes in anxious youth who received cognitive–behavioral therapy (CBT) as part of the Child–Adolescent Anxiety Multimodal Study (CAMS). Of the 488 youth who participated in the CAMS project, 279 were randomly assigned to one of the CBT conditions (CBT only or CBT plus sertraline). Participants included youth (ages 7–17; M = 10.76) who met criteria for a principal anxiety disorder. Therapists included 38 cognitive–behavioral therapists. Therapist style, treatment integrity, and therapist experience were examined in relation to child outcome. Child outcome was measured via child, parent, and independent evaluator report. Therapists who were more collaborative and empathic, followed the treatment manual, and implemented it in a developmentally appropriate way had youth with better treatment outcomes. Therapist “coach” style was a significant predictor of child-reported outcome, with the collaborative “coach” style predicting fewer child-reported symptoms. Higher levels of therapist prior clinical experience and lower levels of prior anxiety-specific experience were significant predictors of better treatment outcome. Findings suggest that although all therapists used the same manual-guided treatment, therapist style, experience, and clinical skills were related to differences in child outcome. Clinical implications and recommendations for future research are discussed. PMID:25419042

  18. HARVARD MEDICAL SCHOOL CANCER BIOLOGY & THERAPEUTICS PROGRAM | CBT

    E-print Network

    Schrag, Daniel

    HARVARD MEDICAL SCHOOL CANCER BIOLOGY & THERAPEUTICS PROGRAM | CBT A joint initiative of the Harvard Medical School Office of Global Education and the Qatar Biomedical Research Institute (QBRI) CBTPROGRAM An intensive 12-month blended-learning certificate program by leading Harvard Medical School

  19. A Competency-Based Program for Electronic Gaming Equipment Repair.

    ERIC Educational Resources Information Center

    Hardman, James R.

    This program is designed to provide entry-level training to individuals (especially workers displaced from industry) who desire employment as "slot technicians" in the casino industry. The 96-hour course includes both classroom instruction and hands-on experience. Sources for direct purchase of required manuals are provided. The 13 modules consist…

  20. Competency-Based Adult High School Completion Student Services Guide.

    ERIC Educational Resources Information Center

    Singer, Elizabeth; And Others

    Designed as part of a 310 Special Demonstration and Teacher Training Project undertaken at Brevard Community College, this student services guide contains information to assist adult education administrators, counselors, instructors, and office personnel in meeting the needs of students enrolled in adult/community education schools. Primary…

  1. Competency Based Instruction for Teacher Preparation in Developing Countries.

    ERIC Educational Resources Information Center

    Andersen, Hans O.

    The need to modernize teacher education procedures is a universal problem. This need is particularly evident in developing countries where adherence to the old syllabi and the "tried and true" methods of instruction is strong and where highly trained personnel capable of leading a reform are in short supply. This model for a competency approach to…

  2. Defining and Assessing Competencies for Competency-Based, Outcome-Focused Management Development.

    ERIC Educational Resources Information Center

    Rausch, Erwin; Sherman, Herbert; Washbush, John B.

    2002-01-01

    Suggests that competency-based management development programs should shift emphasis from theories and skills to decisions managers must make. Presents a model for defining types of management decisions regarding nontechnical issues. (Contains 16 references.) (SK)

  3. Multi-Cultural Competency-Based Vocational Curricula. Machine Trades. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on machine trades. This program is designed to run 36 weeks and cover 6 instructional areas: use of measuring tools; benchwork/tool bit grinding; lathe work; milling work; precision grinding; and combination machine work. A duty-task index…

  4. Multi-Cultural Competency-Based Vocational Curricula. Fiberglass Technician. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on fiberglass technician. This program covers 12 instructional areas: orientation, safety, introduction to fiberglass-reinforced plastics, hand lay-up, introduction to equipment operation, chopper operation, gel-coat equipment, finish and…

  5. Mathematics Improvement Component: Elementary Computer Assisted Instruction Program, Elementary Competency Based Education Program, and Middle School Competency Based Education Program. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Gibbons, Michael

    The Mathematics Improvement Component (MIC) was first implemented in the Columbus (Ohio) Public Schools in 1987-88 to assist elementary and middle school pupils who were low achievers in mathematics. Three programs comprised the 1989-90 MIC: the Elementary Computer Assisted Instruction (Elem-CAI) Program, the Elementary Competency Based Education…

  6. Postsecondary Support for Competency-Based High School Transcripts: Lessons from the Competency-Based Transcripts Postsecondary Convening (Washington, DC, May 29-30, 2014)

    ERIC Educational Resources Information Center

    Achieve, Inc., 2015

    2015-01-01

    In December 2013, while attending Achieve's Annual State Leadership Team Meeting in Alexandria, VA, leaders from Connecticut, Maine, New Hampshire, Rhode Island, and Vermont issued a call to action to create a national movement for postsecondary leaders to signal their support for proficiency-based and competency-based high school diplomas and…

  7. Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables,…

  8. Multi-Cultural Competency-Based Vocational Curricula. Maintenance Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on maintenance mechanics. This program is designed to run 40 weeks and cover 5 instructional areas: basic electricity (14 weeks); maintenance and repair of heating (4 weeks); maintenance and repair of air conditioning (12 weeks); maintenance…

  9. Multi-Cultural Competency-Based Vocational Curricula. Clerical Clusters. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on clerical occupations. This program is designed to run 36 weeks and cover 10 instructional areas: beginning typing, typing I, typing II, duplicating, receptionist activities, general office procedures, operation of electronic calculator,…

  10. Effectiveness and cost effectiveness of cognitive behavioral therapy (CBT) in clinically depressed adolescents: individual CBT versus treatment as usual (TAU)

    PubMed Central

    2013-01-01

    Background Depressive disorders occur in 2 to 5% of the adolescents and are associated with a high burden of disease, a high risk of recurrence and a heightened risk for development of other problems, like suicide attempts. The effectiveness of cognitive behaviour therapy (CBT), cost-effectiveness of this treatment and the costs of illness of clinical depression in adolescents are still unclear. Although several Randomized Controlled Trials (RCT) have been conducted to establish the efficacy of CBT, the effectiveness has not been established yet. Aim of this study is to conduct a RCT to test the effectiveness of CBT and to establish the cost-effectiveness of CBT under rigorous conditions within routine care provided by professionals already working in mental health institutions. Method/Design CBT is investigated with a multi-site, RCT using block randomisation. The targeted population is 140 clinically referred depressed adolescents aged 12 to 21 years old. Adolescents are randomly assigned to the experimental (N?=?70, CBT) or control condition (N?=?70, TAU). Four assessments (pre, post, follow up at 6 and 12 months) and two mediator assessments during treatment are conducted. Primary outcome measure is depression diagnosis based on a semi-structured interview namely the K-SADS-PL. Secondary outcome measures include depressive symptoms, severity and improvement of the depression, global functioning, quality of life, suicide risk, comorbidity, alcohol and drug use, parental depression and psychopathology, parenting and conflicts. Costs and treatment characteristics will also be assessed. Furthermore, moderator and mediator analyses will be conducted. Discussion This trial will be the first to compare CBT with TAU under rigorous conditions within routine care and with a complex sample. Furthermore, cost-effectiveness of treatment and cost-of-illness of clinical depression are established which will provide new insights on depression as a disorder and its treatment. Trial registration Dutch Trial register number NTR2676. The study was financially supported by a grant from ZonMw, the Netherlands organization for health research and development, grant number 157004005. PMID:24261913

  11. Comparative Effectiveness of CBT Interventions for Co-Morbid Chronic Pain & Insomnia: A Pilot Study

    PubMed Central

    Pigeon, Wilfred R.; Moynihan, Jan; Matteson-Rusby, Sara; Jungquist, Carla R.; Xia, Yinglin; Tu, Xin; Perlis, Michael L.

    2012-01-01

    Introduction Chronic pain is difficult to treat and often precedes or exacerbates sleep disturbances such as insomnia. Insomnia, in turn, can amplify the pain experience. Both conditions are associated with inflammatory processes, which may be involved in the bidirectional relationship between pain and sleep. Cognitive behavioral therapy (CBT) for pain and CBT for insomnia are evidence based interventions for, respectively, chronic pain and insomnia. The study objectives were to determine the feasibility of combining CBT for pain and for insomnia and to assess the effects of the combined intervention and the stand alone interventions on pain, sleep, and mood outcomes compared to a control condition. Methods Twenty-one adults with co-occurring chronic pain and chronic insomnia were randomized to either CBT for pain, CBT for insomnia, combined CBT for pain and insomnia, or a wait-list control condition. Results The combined CBT intervention was feasible to deliver and produced significant improvements in sleep, disability from pain, depression and fatigue compared to the control condition. Overall, the combined intervention appeared to have a strong advantage over CBT for pain on most outcomes, modest advantage over both CBT for insomnia in reducing insomnia severity in chronic pain patients. Discussion CBT for pain and CBT for insomnia may be combined with good results for patients with co-occurring chronic pain and insomnia. PMID:22982083

  12. Train better by computer

    SciTech Connect

    Furgang, S.R.

    1989-01-01

    Computer-based training (CBT) is used in a new approach to training refinery operators. The system was developed at Mobil's U.S. headquarters, with field help. In the early 1980s the authors evaluated the mainframe Plato system from Control Data, considered by most the ''granddad'' of CBT systems. A couple of years later, when the CPM-based micro computers became popular, they traded in Plato for stand-alone desktop that offered most of the same features without the mainframe's cost and connectivity limitations. Their evaluation continued into the mid-1980s after IBM established its PC line which became the corporate hardware standard. CBT is both right for the times and particularly suited to the hydrocarbon processing industry's needs. Mobil has taken significant steps to benefit from all that CBT offers by developing two curricula for operator training. The first, the Fundamentals Series, provides the background needed for any operations assignment. The second curriculum, the Advanced Series, covers specific process unit job training.

  13. Testing the MBT/CBT continental paleothermometer (Invited)

    NASA Astrophysics Data System (ADS)

    Peterse, F.; Schouten, S.; Sinninghe Damste, J. S.

    2010-12-01

    The recently developed MBT/CBT (methylation of branched tetraethers/cyclisation of branched tetraethers) proxy is based on the relative abundance of branched glycerol dialkyl tetraether (GDGT) lipids, derived from bacteria that occur ubiquitously in soils and peats. The degree of cyclisation and methylation, expressed in the CBT and MBT indices, show an empirical relation with soil pH, and with both mean annual air temperature and soil pH, respectively. Hence, continental paleotemperatures can be reconstructed based on the combination of these two indices [1]. Straight forward validation of the MBT/CBT proxy by cultivation experiments is not possible, since the exact group of bacteria that produces the branched GDGTs is still unknown. Therefore, we tested the influence of soil pH and temperature on the distribution of branched GDGTs in natural and manipulated environments. Indeed, branched GDGT distributions in geothermally heated soils and along altitude transects vary systematically with temperature. Likewise, branched GDGT distributions in a long term pH-manipulated field experiment track the changes in soil pH. Absolute concentrations of branched GDGTs in the pH-manipulated fields are highest at low pH, and suggest that the branched GDGT-producers may be found in the phylum of Acidobacteria. A large variety of cultures are currently screened for these compounds. Reference: [1] Weijers et al., 2007, GCA 71, 703-713.

  14. Factors Affecting Motivation to Transfer Training.

    ERIC Educational Resources Information Center

    Seyler, Dian L.; Holton, Elwood F., III; Bates, Reid A.; Burnett, Michael F.; Carvalho, Manuel A.

    1998-01-01

    A study of trainees (n=88) in a competency-based occupational safety and health training program found that environmental factors (opportunities to use skills, peer/supervisor support, and supervisor sanctions) were most influential on motivation to transfer training. Training attitudes may be affected by prior experiences when the use of training

  15. Planned Arrangements and Schedules: Arizona HSST/CDA Competency Based Training Module #3.

    ERIC Educational Resources Information Center

    Migliaro, Ann

    This module for Child Development Associate (CDA) trainees offers guidelines for structuring preschool center programs through the use of lesson planning and center scheduling. Objectives are stipulated, activities for achieving each objective are suggested, and an assessment checklist is provided. A study guide emphasizes that (1) characteristics…

  16. Systematic Approach to Guidance; Orientation. A Competency-Based Staff Development Training Package.

    ERIC Educational Resources Information Center

    Wolff, Jurgen M.; And Others

    This orientation package provides an overview of all of the components of a comprehensive approach to guidance, counseling, and placement. The competencies related to each of the components are included in the package. The goal for the orientation module is for the participant to understand what the comprehensive approach to guidance, counseling,…

  17. Techniques for Observing Children: Arizona HSST/CDA Competency Based Training Module #8.

    ERIC Educational Resources Information Center

    Graves, Patricia

    This module is designed to acquaint Child Development Associate (CDA) interns with several techniques used in making observations of children. It is expected that the intern will use the practice exercises in the module not as an end in themselves, but as a springboard for developing regular habits of skillful observation. Objectives are…

  18. The Irritable Bowel Syndrome Outcome Study (IBSOS): Rationale and design of a randomized, placebo-controlled trial with 12 month follow up of self- versus clinician-administered CBT for moderate to severe irritable bowel syndrome

    PubMed Central

    Lackner, Jeffrey M.; Keefer, Laurie; Jaccard, James; Firth, Rebecca; Brenner, Darren; Bratten, Jason; Dunlap, Laura J.; Byroads, Mark

    2012-01-01

    Irritable bowel syndrome is a common, oftentimes disabling, gastrointestinal disorder whose full range of symptoms has no satisfactory medical or dietary treatment. One of the few empirically validated treatments includes a specific psychological therapy called cognitive behavior therapy which, if available, is typically administered over several months by trained practitioners in tertiary care settings. There is an urgent need to develop more efficient versions of CBT that require minimal professional assistance but retain the efficacy profile of clinic based CBT. The Irritable Bowel Syndrome Outcome Study (IBSOS) is a multicenter, placebo-controlled randomized trial to evaluate whether a self-administered version of CBT is, at least as efficacious as standard CBT and more efficacious than an attention control in reducing core GI symptoms of IBS and its burden (e.g. distress, quality of life impairment, etc) in moderately to severely affected IBS patients. Additional goals are to assess, at quarterly intervals, the durability of treatment response over a 12 month period; to identify clinically useful patient characteristics associated with outcome as a way of gaining an understanding of subgroups of participants for whom CBT is most beneficial; to identify theory-based change mechanisms (active ingredients) that explain how and why CBT works; and evaluate the economic costs and benefits of CBT. Between August 2010 when IBSOS began recruiting subjects and February 2012, the IBSOS randomized 171 of 480 patients. Findings have the potential to improve the health of IBS patients, reduce its social and economic costs, conserve scarce health care resources, and inform evidence-based practice guidelines. PMID:22846389

  19. Cognitive-Behavioral Therapy versus Temporal Pulse Amplitude Biofeedback Training for Recurrent Headache

    ERIC Educational Resources Information Center

    Martin, Paul R.; Forsyth, Michael R.; Reece, John

    2007-01-01

    Sixty-four headache sufferers were allocated randomly to cognitive-behavioral therapy (CBT), temporal pulse amplitude (TPA) biofeedback training, or waiting-list control. Fifty-one participants (14M/37F) completed the study, 30 with migraine and 21 with tension-type headache. Treatment consisted of 8, 1-hour sessions. CBT was highly effective,…

  20. Shifting Educational Paradigms: From Traditional to Competency-Based Education for Diverse Learners

    ERIC Educational Resources Information Center

    Sullivan, Susan C.; Downey, Jayne A.

    2015-01-01

    In pursuit of innovative educational opportunities, district administration piloted competency-based education in their alternative program. This qualitative study used semi-structured interviews with school personnel to document perspectives of the programmatic shift. Analyses found local and national mandates, a catalyst, and a common moral…

  1. Life Science. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on life science is divided into twelve topics. The topics included are Life Process, Cells, Levels of Organization, Organ Systems, Food and Oxygen-Photosynthesis, Cycles, Energy, Resources, Cell…

  2. Horticulture III, IV, and V. Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the horticulture program. Section 1 contains a validated task inventory for horticulture III, IV, and V. For each task, applicable information pertaining to performance and enabling objectives,…

  3. Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Brown, Desmond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  4. Automotive Technician. A Competency-Based Curriculum Designed To Prepare Students for Entry-Level Employment.

    ERIC Educational Resources Information Center

    Vocational Curriculum Resource Center of Maine, Fairfield.

    This curriculum guide is designed to assist instructors in the development and implementation of a comprehensive, competency-based automotive curriculum. It contains an instructional unit for each task listed on the enclosed job analysis or DACUM (Developing a Curriculum) chart. These units include introduction, performance objectives, suggested…

  5. Illustrations for a Competency Based Curriculum Guide: Ethanol Spark Ignition Engine Conversion.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education.

    This document contains 56 illustrations for use in an Illinois-developed competency-based course in ethanol spark ignition engine conversion. Each illustration is related to a specific competency in the course curriculum guide. Illustrations, which include photographs and line drawings, cover some of the following topics: carburetion, compression,…

  6. A Critical Time for Medical Education: The Perils of Competence-Based Reform of the Curriculum

    ERIC Educational Resources Information Center

    Malone, Karen; Supri, Salinder

    2012-01-01

    Rapid expansion in scientific knowledge, changes in medical practice, and greater demands from patients and society necessitate reform of the medical curriculum. In recognition of this, medical educators across the world have recommended the adoption of competence-based education. This is intended to increase the rigour and relevance of the…

  7. Health Services: Clinical. Dietary Aide. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Cave, Julie; And Others

    This instructor's manual consists of materials for use in presenting a course in the occupational area of dietary aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and guidelines…

  8. Innovation in Competency-Based Program Development: Leveraging the Advisory Board Faculty Alliance

    ERIC Educational Resources Information Center

    De Los Santos, Esmeralda; Dominguez, Daniel G.; LaFrance, Kevin

    2011-01-01

    This paper describes the use of advisory boards in the development of two competency-based business programs: one graduate and the other undergraduate. Though the programs varied significantly in structure and content, both used focus group methodology to collect comprehensive and relevant input from advisory board members comprised of local…

  9. Competency Based Education Curriculum for the Orientation and Safety Program of the Oil and Gas Industry.

    ERIC Educational Resources Information Center

    United Career Center, Clarksburg, WV.

    This competency-based education curriculum for teaching the orientation and safety program for the oil and gas industry in West Virginia is organized into seven units. These units cover the following topics: introduction to oil and gas, first aid, site preparation, drilling operations, equipment familiarity, well completion, and preparation for…

  10. Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gudzak, Raymond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a…

  11. Competency Based Competitive Events. Integrating DECA into the DE Instructional Program.

    ERIC Educational Resources Information Center

    Cosgrove, Glenna; Moore, Harold W.

    Designed to be integrated into a competency-based distributive education program, these competitive DECA (Distributive Education Clubs of America) events were developed, utilized, and evaluated by distributive education and cooperative education coordinators in Arkansas. These events are organized under the following occupational categories: food…

  12. The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

    ERIC Educational Resources Information Center

    Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

    2012-01-01

    Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students.…

  13. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    The project described in this report was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in conjunction with area vocational-technical schools, the second year of a competency-based curriculum in laser/electro-optics technology. During the project, a task force of teachers from the area schools and the college…

  14. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in laser/electro-optics technology. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

  15. Evolution of an Innovation: Development of a Competency-Based Educational Research Course, 1972-1976.

    ERIC Educational Resources Information Center

    Gay, L. R.

    During the fall quarter 1972, a total competency-based educational research course was offered at Florida International University. At that time, the course was characterized by prescribed competencies, criterion-referenced evaluation, the absence of tests, credit-no credit grading, self pacing, unlimited recycling to criterion, and individual…

  16. Task Listing for Piano Technology for the Visually Impaired. Competency-Based Education.

    ERIC Educational Resources Information Center

    Virginia State Dept. of Education, Richmond. Div. of Vocational and Adult Education.

    This task listing was developed for use in Piano Technology, a course offered to visually impaired students at the Virginia School for the Deaf and Blind. The listing is intended to be used with the "Trade and Industrial Education Service Area Resource Guide" in the implementation of competency-based education for this population. The major…

  17. Environmental Education. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on environmental education is divided into seven topics. The topics included are Human Carrying Capacity (The Ability to Foresee and Forestall), Human Population Growth, The Atmosphere, The…

  18. Disrupting the Game-Changer: Remembering the History of Competency-Based Education

    ERIC Educational Resources Information Center

    Gallagher, Chris W.

    2014-01-01

    This article describes the changes and challenges that Competency-based education (CBE) has bought to the higher education arena. Cautions are being offered about the most prominent features of the version being promoted today, particularly its hyper-individualization. CBE's recent prominence is due to better technology, a friendly policy…

  19. Research and Evaluation in Operational Competency-Based Teacher Education Programs.

    ERIC Educational Resources Information Center

    Dickson, George E., Ed.

    1975-01-01

    This is a collection of papers presented at a 1974 conference on research and evaluation in operational competency-based teacher education (CBTE) programs. Two conceptual models for research and evaluation of CBTE activities were presented at the conference and the presentations of these models are the first two chapters of this collection: "A…

  20. Health Services: Clinical. Respiratory Therapy Aide. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Cave, Julie; And Others

    This instructor's manual consists of materials for use in presenting a course in the occupational area of respiratory therapy aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and…

  1. Development of Student Knowledge in Competence-Based Pre-Vocational Secondary Education

    ERIC Educational Resources Information Center

    Koopman, Maaike; Teune, Peter; Beijaard, Douwe

    2011-01-01

    The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the…

  2. Exploring Agribusiness and Natural Resources. Competency Based Education Curriculum. Student Material.

    ERIC Educational Resources Information Center

    Lawrence, Layle D.

    This competency-based prevocational exploration curriculum in agribusiness and natural resources is divided into the following eight areas: agricultural business (sales); animal science (health and grooming); horticulture (grafting and budding); agricultural products (grading eggs); plant science (germination); soil science (soil acidity and…

  3. Potentials and Possibilities. Home Economics High School Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    Montclair State Coll., Upper Montclair, NJ. Life Skills Center.

    This competency-based curriculum guide contains activities designed to stimulate critical thinking and develop challenge-resolving skills while strengthening the fundamental precepts of home economics education. The home economics content area has been divided into duties and tasks. In each task, a challenge activity forms the basis for achieving…

  4. Food Services. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vastano, Josephine; And Others

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  5. Auto Body Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Ormsbee, Robert

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  6. Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abbott, Alan

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  7. All Hands on Deck: Ten Lessons from Early Adopters of Competency-Based Education

    ERIC Educational Resources Information Center

    Book, Patricia A.

    2014-01-01

    The perceived value of postsecondary education to economic competitiveness and individual success is driving innovation in higher education. Competency-based education (CBE) is the latest disruption that seeks to respond to the growing sense of national urgency to boost education attainment. The target audience generally includes those adult…

  8. Integrating Authentic Assessment with Competence-Based Learning in Vocational Education: The Protocol Portfolio Scoring

    ERIC Educational Resources Information Center

    Sluijsmans, Dominique M. A.; Straetmans, Gerard J. J. M.; van Merrienboer, Jeroen J. G.

    2008-01-01

    This article describes how competence-based learning (CBL) can be organised in vocational education by integrating elements from a holistic instructional design model with recent ideas on assessment. A curriculum based on this model is pre-eminently suitable for an assessment approach emphasising that proof of competence is gathered by having…

  9. Competency-Based Teaching of Shakespeare: How to Master "King Lear"

    ERIC Educational Resources Information Center

    Ribes, Purificación

    2011-01-01

    Shakespeare's hypotext has invited so many hypertextual transformations over the last four hundred years that twenty-first century students deserve the chance of digging into this rich mine of information and dramatic possibilities. The practical approach of a competency-based teaching method offers great advantages over traditional practices in…

  10. The Management Development Program: A Competency-Based Model for Preparing Hospitality Leaders.

    ERIC Educational Resources Information Center

    Brownell, Judi; Chung, Beth G.

    2001-01-01

    The master of management program at Cornell University focused on competency-based development of skills for the hospitality industry through core courses, minicourses, skill benchmarking, and continuous improvement. Benefits include a shift in the teacher role to advocate/coach, increased information sharing, student satisfaction, and clear…

  11. Agricultural Education. Teacher Handbook. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

    This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of agricultural education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how…

  12. An Evaluation of the Effectiveness of a Competency Based Vocational Education Drafting Program.

    ERIC Educational Resources Information Center

    Mussnug, Kenneth J.; Craig, James R.

    To evaluate the instructional effectiveness of the introductory portion of a modularized competency-based vocational education (CBVE) drafting program, achievement of students participating in this program were compared to students receiving traditional drafting instruction. Research participants were female and male juniors and seniors in their…

  13. Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

    ERIC Educational Resources Information Center

    Lyman, Emily

    2013-01-01

    In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

  14. Assessing the Implementation of a State Wide Competency-Based Student Tracking System in Business Education.

    ERIC Educational Resources Information Center

    Noel, Rita Thomas; Hunter, Jennie L.

    The Vocational Competency Achievement Tracking System (VoCATS) in North Carolina is a competency-based instructional management system that allows the collection of data on student performance achievement before, during, and after instruction. A preliminary pilot study was conducted to evaluate the implementation of the VoCATS program with…

  15. Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Williams, Edwina

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  16. Evaluating Assessment Quality in Competence-Based Education: A Qualitative Comparison of Two Frameworks

    ERIC Educational Resources Information Center

    Baartman, Liesbeth K. J.; Bastiaens, Theo J.; Kirschner, Paul A.; van der Vleuten, Cees P. M.

    2007-01-01

    Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competence is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This article argues for Competence Assessment Programmes (CAPs), consisting of a combination of different…

  17. Teachers' Individual Action Theories about Competence-Based Education: The Value of the Cognitive Apprenticeship Model

    ERIC Educational Resources Information Center

    Seezink, Audrey; Poell, Rob F.; Kirschner, Paul A.

    2009-01-01

    Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in vocational settings. This study explores teachers'…

  18. Universities as Responsive Learning Organizations through Competency-Based Assessment with Electronic Portfolios

    ERIC Educational Resources Information Center

    Cambridge, Darren

    2008-01-01

    Universities should embrace democratic values. Using electronic portfolios, competency-based assessment can enact them. Rather than preset standards, competencies become boundary objects connecting individual student experience to community conversation about what it means to be educated. This article examines this approach in practice at New…

  19. Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Browning, Terry

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  20. Earth and Physical Science. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on earth and physical science is divided into twelve topics. The topics included are Geology, Meteorology, Astronomy, Natural Disasters, Chemical Reaction, Laboratory, States of Matter, Force and…

  1. Motivating Performance Learning. Implementing Competency Based Education in Community Colleges, 5.

    ERIC Educational Resources Information Center

    Loomis, Katherine A.; And Others

    As part of a series on implementing competency-based education, this monograph examines methods of creating learning environments that enhance student motivation. After introductory material on the importance of motivation to student learning, the monograph discusses the value of: (1) identifying student perceptions; (2) securing and maintaining…

  2. Basic Counseling for Personal Concerns for the Occupational Specialist. Competency-Based Modular Series.

    ERIC Educational Resources Information Center

    Burck, Harman D.; Chick, Joyce M., Ed.

    This self-instructional module, one volume of a series of competency-based modules in human relations skills for occupational specialists, is designed to introduce the specialist to some of the more general and commonly used counseling techniques and procedures, and to assist them in the acquisition of basic counseling skills. Other modules in…

  3. Building a Competency-Based Curriculum Architecture to Educate 21st-Century Business Practitioners

    ERIC Educational Resources Information Center

    Chyung, Seung Youn; Stepich, Donald; Cox, David

    2006-01-01

    Competency-based instruction can be applied to a military setting, an academic program, or a corporate environment with a focus on producing performance-based learning outcomes. In this article, the authors provide theoretical and practical information about underlying characteristics of competencies and explain how the Department of Instructional…

  4. Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mattia, Nancy

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  5. Designing a Competency-Based Master of Arts in Management Program for Midcareer Adults.

    ERIC Educational Resources Information Center

    Spee, James C.; Tompkins, Teri C.

    2001-01-01

    In a competency-based master's program, students assess their competencies and design an individual learning program, then apply their learning through portfolio assignments in 10 management knowledge courses. Competencies include interpersonal, personnel management, and analytical skills; management knowledge; and career-specific skills.…

  6. Agricultural Production: Task Analysis for Livestock Production. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the agricultural production program. Section 1 contains a validated task inventory for the livestock production portion of agricultural production IV and V. Tasks are divided into six duty areas:…

  7. Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Cannone, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  8. Plumbing and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mahieu, Louis

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  9. Remediating and Enriching Performance Learning. Implementing Competency Based Education in Community Colleges, 8.

    ERIC Educational Resources Information Center

    Loomis, Katherine A.; And Others

    Part of a series on implementing competency-based education, this monograph discusses some diagnostic and prescriptive techniques which can be used in the day-to-day management of performance learning to determine which students need remediation or enrichment. Using analogies from detective work, the monograph suggests ways of assessing students'…

  10. Facilitating the Establishment of Competency-Based Vocational Programs: Florida's Vocational Instructional Materials Acquisition System.

    ERIC Educational Resources Information Center

    Massey, Romeo M.; Kromhout, Ora M.

    The Vocational Instructional Materials Acquisition System (VIMAS) was developed in Florida to facilitate the establishment of competency-based vocational programs through dissemination of instructional mateials. VIMAS is a comprehensive system of components which work interdependently from the identification of needs to the dissemination and…

  11. Environmental Control Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; McKinley, Douglas

    This manual provides curriculum materials for implementing a career exploration class in environmental control occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of environmental control occupations, an overview of the competency-based

  12. Instructional Technology in Support of Competency-Based Teacher Education at the University of Michigan.

    ERIC Educational Resources Information Center

    Palmer, Warren G.

    This paper describes the Educational Media Center (EMC) at the University of Michigan School of Education and its attempts to become technologically ready for competency-based teacher education. The EMC, a facility for storing, producing, promoting, and disseminating learning resources, comprises seven components. A media library serves as a model…

  13. Building Competency-Based Pathways: Successes and Challenges from Leaders in the Field. A Forum

    ERIC Educational Resources Information Center

    American Youth Policy Forum, 2011

    2011-01-01

    This forum provided an overview of competency-based pathways to education and described programs that have successfully utilized these pathways to move all students to success in high school and beyond. Speakers highlighted how innovative learning environments that base student advancement upon mastery of measurable learning objectives have been…

  14. Basic Parent Counseling Skills for the Occupational Specialist. Competency-Based Modular Series.

    ERIC Educational Resources Information Center

    Kelly, F. Donald; Chick, Joyce M., Ed.

    This self-instructional module, one volume of a series of competency-based modules in human relations skills for occupational specialists, is designed to help the specialist better understand the nature of children's behavior and the processes that both impede and facilitate the development of constructive attitudes and behavior patterns for work…

  15. School Television for Social Studies: A Competency-Based Matrix, Grade 5.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This matrix keys school films to the social studies competency-based curriculum cbjectives for grade 5. Three television series are included. Emphasis is placed on geography, people, and the economy, but the themes are also related to history and government. The first series, "Across Cultures," focuses on the people of North America, South…

  16. Identification and Development of Competency-Based Curriculum for Water and Wastewater Program.

    ERIC Educational Resources Information Center

    Kirkwood Community Coll., Cedar Rapids, IA.

    A project was undertaken at Kirkwood Community College to develop a full-time and part-time competency based program to educate water and wastewater treatment plant operators. First, a survey was conducted to identify the job tasks performed by the operators, their frequency, importance, and necessity. A questionnaire listing 651 tasks divided…

  17. Develop and Implement a Competency-Based Education Program. Module CBE-1.

    ERIC Educational Resources Information Center

    Norton, Robert E.; And Others

    This module contains 11 sequential learning experiences designed to provide educators with background information and opportunities to develop plans for implementing competency-based education (CBE) programs within their institution. Following introductory material focusing on the organization and objectives of the module, resources required for…

  18. Introduction to MADE (Careers). Marketing and Distributive Education Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton. Div. of Vocational Education.

    This curriculum guide is one in a series of competency-based instructional materials dealing with marketing and distributive education (MADE). It consists of some introductory remarks concerning the course, a lesson plan, a course outline, and four sections of lessons for use in implementing the course. Covered in the individual sections are the…

  19. Competency-Based Common-Core Curriculum for Criminal Justice Education.

    ERIC Educational Resources Information Center

    Arizona State Board of Directors for Junior Colleges, Phoenix.

    This publication presents the competency-based, common-core criminal justice curriculum developed to respond to a need for a curriculum recognized by Arizona criminal justice agencies, community colleges, and universities. It contains the five courses of the core curriculum--Introduction to Criminal Justice, Criminal Law, Criminal Procedure, Rules…

  20. Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Romano, Marie

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  1. Cognitive Behavioral Training and Education for Spaceflight Operations

    NASA Technical Reports Server (NTRS)

    Moonmaw, Ronald

    2011-01-01

    Cognitive behavioral-training (CBT) is an evidence-based practice commonly used to help treat insomnia, and is part of NASA's countermeasure regimen for Fatigue Management. CBT addresses the life style and habits of individuals that are maladaptive to managing stress and fatigue. This includes addressing learned behavioral responses that may cause stress and lead to an increased sense of fatigue. While the initial cause of onset of fatigue in the individual may be no longer present, the perception and engrained anticipation of fatigue persist and cause an exaggerated state of tension. CBT combined with relaxation training allows the individual to unlearn the maladaptive beliefs and behaviors and replace them with routines and techniques that allow cognitive restructuring and resultant relief from stress. CBT allows for elimination in individuals of unwanted ruminating thoughts and anticipatory anxiety by, for example, training the individuals to practice stressful situations in a relaxed state. As a result of CBT, relaxation can be accomplished in many ways, such as progressive muscle relaxation, meditation and guided imagery. CBT is not therapy, but rather the synthesis of behavioral countermeasures. CBT utilizes progressive relaxation as a means of reinforcing educational and cognitive countermeasures. These countermeasures include: masking, elimination of distracting thoughts, anxiety control, split attention, cognitive restructuring and other advanced psychological techniques.

  2. Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study

    PubMed Central

    Wagener, Stefan; Möltner, Andreas; T?mb?l, Sevgi; Gornostayeva, Maryna; Schultz, Jobst-Hendrik; Brüstle, Peter; Mohr, Daniela; Vander Beken, Anna; Better, Julian; Fries, Martin; Gottschalk, Marc; Günther, Janine; Herrmann, Laura; Kreisel, Christian; Moczko, Tobias; Illg, Claudius; Jassowicz, Adam; Müller, Andreas; Niesert, Moritz; Strübing, Felix; Jünger, Jana

    2015-01-01

    Introduction: Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education. In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test. Methods: A two-dimensional blueprint for 144 multiple-choice questions (MCQs) covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS). This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas. Results: A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the academic years were compared, the progress test mapped out over the course of study not only by the overall test but also in terms of the subject groups and competency areas. Outlook: Further development in cooperation with students will be continued. Focus will be on compiling additional questions and test formats that can represent competency at a higher skill level, such as key feature questions, situational judgement test questions and OSCE. In addition, the feedback formats will be successively expanded. The intention is also to offer the formative competency-based progress test online. PMID:26483859

  3. Cognitive-Behavioral Therapy for Suicide Prevention (CBT-SP): Treatment Model, Feasibility, and Acceptability

    ERIC Educational Resources Information Center

    Stanley, Barbara; Brown, Gregory; Brent, David A.; Wells, Karen; Poling, Kim; Curry, John; Kennard, Betsy D.; Wagner, Ann; Cwik, Mary F.; Klomek, Anat Brunstein; Goldstein, Tina; Vitiello, Benedetto; Barnett, Shannon; Daniel, Stephanie; Hughes, Jennifer

    2009-01-01

    Objective: To describe the elements of a manual-based cognitive-behavioral therapy for suicide prevention (CBT-SP) and to report its feasibility in preventing the recurrence of suicidal behavior in adolescents who have recently attempted suicide. Method: The CBT-SP was developed using a risk reduction and relapse prevention approach and…

  4. Treatment Engagement and Response to CBT among Latinos with Anxiety Disorders in Primary Care

    PubMed Central

    Chavira, Denise A.; Golinelli, Daniela; Sherbourne, Cathy; Stein, Murray B.; Sullivan, Greer; Bystritsky, Alexander; Rose, Raphael D.; Lang, Ariel J.; Campbell-Sills, Laura; Welch, Stacy; Bumgardner, Kristin; Glenn, Daniel; Barrios, Velma; Roy-Byrne, Peter; Craske, Michelle

    2014-01-01

    Objective In the current study, we compare measures of treatment outcome and engagement for Latino and non-Latino White patients receiving a cognitive-behavioral therapy (CBT) program delivered in primary care. Method Participants were 18–65 years old and recruited from 17 clinics at four different sites to participate in a randomized controlled trial for anxiety disorders, which compared the CALM intervention (consisting of CBT, medication, or both) to usual care. Of those participants who were randomized to the intervention arm and selected CBT (either alone or in combination with medication), 85 were Latino and 251 were non-Latino White; the majority of the Latino participants received the CBT intervention in English (n = 77). Blinded assessments of clinical improvement and functioning were administered at baseline, and at 6, 12, and 18 months after baseline. Measures of engagement, including attendance, homework adherence, understanding of CBT principles, and commitment to treatment were assessed weekly during the CBT intervention. Results Findings from propensity weighted linear and logistic regression models revealed no statistically significant differences between Latinos and non-Latino Whites on symptom measures of clinical improvement and functioning at almost all time points. There were significant differences on two of seven engagement outcomes, namely number of sessions attended and patients’ understanding of CBT principles. Conclusions These findings suggest that CBT can be an effective treatment approach for Latinos who are primarily English speaking and likely more acculturated, although continued attention should be directed toward engaging Latinos in such interventions. PMID:24660674

  5. Treating Anxiety Disorders in Inner City Schools: Results from a Pilot Randomized Controlled Trial Comparing CBT and Usual Care

    ERIC Educational Resources Information Center

    Ginsburg, Golda S.; Becker, Kimberly D.; Drazdowski, Tess K.; Tein, Jenn-Yun

    2012-01-01

    Background: The effectiveness of cognitive-behavioral treatment (CBT) in inner city schools, when delivered by novice CBT clinicians, and compared to usual care (UC), is unknown. Objective: This pilot study addressed this issue by comparing a modular CBT for anxiety disorders to UC in a sample of 32 volunteer youth (mean age 10.28 years, 63%…

  6. Integrating theories and concepts: formulation driven CBT for a client with a diagnosis of schizo-affective disorder.

    PubMed

    Harper, Sean F

    2013-01-01

    Therapists working with people who have complex problems associated with psychosis may find it difficult to apply currently available cognitive behavioural therapy (CBT) manuals to client's presenting problems. This can lead to activation of negative therapist beliefs about themselves, the client or the therapy and subsequent problems maintaining the therapeutic relationship. This paper describes the integration of a range of models and concepts derived from CBT which were used to assist one such client with complex problems associated with psychosis. As such, it is proposed that taking a flexible, formulation driven approach to therapy can assist therapists to remain client centred and work effectively. The therapy described draws on a number of concepts including those taken from schema focussed therapy, mindfulness and compassionate mind training. Therapist and client summary letters were used as part of the described intervention, but in addition, the client's summary is reproduced in the paper aiming to address the issue of the under reporting in the literature of the client's perspective on therapy. PMID:21882295

  7. Using cognitive behaviour therapy with South Asian Muslims: Findings from the culturally sensitive CBT project.

    PubMed

    Naeem, Farooq; Phiri, Peter; Munshi, Tariq; Rathod, Shanaya; Ayub, Muhhhamad; Gobbi, Mary; Kingdon, David

    2015-01-01

    It has been suggested that cognitive behaviour therapy (CBT) needs adaptation for it to be effective for patients from collectivistic cultures, as currently CBT is underpinned by individualistic values. In prior studies we have demonstrated that CBT could be adapted for Pakistani patients in Southampton, UK, and for local populations in Pakistan. Findings from these studies suggest that CBT can be adapted for patients from collectivistic cultures using a series of steps. In this paper we focus on these steps, and the process of adapting CBT for specific groups. The adaptation process should focus on three major areas of therapy, rather than simple translation of therapy manuals. These include (1) awareness of relevant cultural issues and preparation for therapy, (2) assessment and engagement, and (3) adjustments in therapy. We also discuss the best practice guidelines that evolved from this work to help therapists working with this population. We reiterate that CBT can be adapted effectively for patients from traditional cultures. This is, however, an emerging area in psychotherapy, and further work is required to refine the methodology and to test adapted CBT. PMID:26211879

  8. A randomised controlled trial of recovery focused CBT for individuals with early bipolar disorder

    PubMed Central

    2012-01-01

    Background There is increasing evidence for the effectiveness of structured psychological therapies for bipolar disorder. To date however there have been no psychological interventions specifically designed for individuals with early bipolar disorder. The primary objective of this trial is to establish the acceptability and feasibility of a new CBT based intervention (Recovery focused CBT; RfCBT) designed in collaboration with individuals with early bipolar disorder intended to improve clinical and personal recovery outcomes. Methods and design This article describes a single blind randomised controlled trial to assess the feasibility and acceptability of RfCBT compared with treatment as usual. Participants will be recruited from across the North West of England from specialist mental health services and through primary care and self referral. The primary outcome of the study is the feasibility and acceptability of RfCBT as indicated by recruitment to target and retention to follow-up as well as absence of untoward incidents associated with RfCBT. We also intend to estimate the effect size of the impact of the intervention on recovery and mood outcomes and explore potential process measures (self appraisal, stigma, hope and self esteem). Discussion This is the first trial of recovery informed CBT for early bipolar disorder and will therefore be of interest to researchers in this area as well as indicating the wider potential for evaluating approaches to the recovery informed treatment of recent onset severe mental illness in general. Trial registration number ISRCTN43062149 PMID:23171304

  9. A Pilot Test of the Additive Benefits of Physical Exercise to CBT for OCD.

    PubMed

    Rector, Neil A; Richter, Margaret A; Lerman, Bethany; Regev, Rotem

    2015-01-01

    The majority of "responders" to first-line cognitive-behavioural therapy (CBT) and pharmacological treatments for obsessive-compulsive disorder (OCD) are left with residual symptoms that are clinically relevant and disabling. Therefore, there is pressing need for widely accessible efficacious alternative and/or adjunctive treatments for OCD. Accumulating evidence suggests that physical exercise may be one such intervention in the mood and anxiety disorders broadly, although we are aware of only two positive small-scale pilot studies that have tested its clinical benefits in OCD. This pilot study aimed to test the feasibility and preliminary efficacy of adding a structured physical exercise programme to CBT for OCD. A standard CBT group was delivered concurrently with a 12-week customized exercise programme to 11 participants. The exercise regimen was individualized for each participant based on peak heart rate measured using an incremental maximal exercise test. Reports of exercise adherence across the 12-week regimen exceeded 80%. A paired-samples t-test indicated very large treatment effects in Yale-Brown Obsessive-Compulsive Scale scores from pre- to post-treatment in CBT group cohorts led by expert CBT OCD specialists (d = 2.55) and junior CBT clinician non-OCD specialists (d = 2.12). These treatment effects are very large and exceed effects typically observed with individual and group-based CBT for OCD based on leading meta-analytic reviews, as well as previously obtained treatment effects for CBT using the same recruitment protocol without exercise. As such, this pilot work demonstrates the feasibility and significant potential clinical utility of a 12-week aerobic exercise programme delivered in conjunction with CBT for OCD. PMID:25738234

  10. Identification, modification, and implementation of an evidence-based psychotherapy for children in a low-income country: the use of TF-CBT in Zambia

    PubMed Central

    2013-01-01

    Background The need to address the treatment gap in mental health services in low- and middle-income countries (LMIC) is well recognized and particularly neglected among children and adolescents. Recent literature with adult populations suggests that evidence-based mental health treatments are effective, feasible, and cross-culturally modifiable for use in LMIC. This paper addresses a gap in the literature documenting pre-trial processes. We describe the process of selecting an intervention to meet the needs of a particular population and the process of cross-cultural adaptation. Methods Community-based participatory research principles were implemented for intervention selection, including joint meetings with stakeholders, review of qualitative research, and review of the literature. Trauma-focused Cognitive Behavioral Therapy (TF-CBT) was chosen as the evidence-based practice for modification and feasibility testing. The TF-CBT adaptation process, rooted within an apprenticeship model of training and supervision, is presented. Clinical case notes were reviewed to document modifications. Results Choosing an intervention can work as a collaborative process with community involvement. Results also show that modifications were focused primarily on implementation techniques rather than changes in TF-CBT core elements. Conclusions Studies documenting implementation processes are critical to understanding why intervention choices are made and how the adaptations are generated in global mental health. More articles are needed on how to implement evidence-based treatments in LMIC. PMID:24148551

  11. Training

    Cancer.gov

    NCI offers training at laboratories and clinics in Maryland and at universities and institutions nationwide. These cancer training and career development opportunities cover a broad spectrum of disciplines for individuals at career stages ranging from high school and graduate students to scientists, clinicians, and health care professionals.

  12. Clinicians’ Views of Computer-Guided CBT in Adult Mental Health and Factors Related to Referrals 

    E-print Network

    Varley, Melissa C.

    Objectives: Computer-guided CBT could help to increase much needed access to lowintensity psychological interventions. Evidence for effectiveness has led to the inclusion of certain packages in NICE guidelines but ...

  13. Yoga-Enhanced Cognitive Behavioral Therapy (Y-CBT) for Anxiety Management: A Pilot Study

    PubMed Central

    Khalsa, Manjit K.; Greiner-Ferris, Julie M.; Hofmann, Stefan G.; Khalsa, Sat Bir S.

    2014-01-01

    Cognitive behavioral therapy is an effective treatment for generalized anxiety disorder (GAD), but there is still room for improvement. The aim of the present study was to examine the potential benefit of enriching cognitive behavioral therapy (CBT) with Kundalini Yoga (Y-CBT). Participants consisted of treatment resistant clients at a community mental health clinic. A total of 32 participants enrolled in the study and 22 completed the program. After the Y-CBT intervention, pre-post comparisons showed statistically significant improvements in state and trait anxiety, depression, panic, sleep, and quality of life. Results from this preliminary study suggest that Y-CBT may have potential as a promising treatment for those suffering from GAD. PMID:24804619

  14. CBT Specific Process in Exposure-Based Treatments: Initial Examination in a Pediatric OCD Sample

    PubMed Central

    Benito, Kristen Grabill; Conelea, Christine; Garcia, Abbe M.; Freeman, Jennifer B.

    2012-01-01

    Cognitive-Behavioral theory and empirical support suggest that optimal activation of fear is a critical component for successful exposure treatment. Using this theory, we developed coding methodology for measuring CBT-specific process during exposure. We piloted this methodology in a sample of young children (N = 18) who previously received CBT as part of a randomized controlled trial. Results supported the preliminary reliability and predictive validity of coding variables with 12 week and 3 month treatment outcome data, generally showing results consistent with CBT theory. However, given our limited and restricted sample, additional testing is warranted. Measurement of CBT-specific process using this methodology may have implications for understanding mechanism of change in exposure-based treatments and for improving dissemination efforts through identification of therapist behaviors associated with improved outcome. PMID:22523609

  15. Competence and competency-based nursing education: finding our way through the issues.

    PubMed

    Pijl-Zieber, Em M; Barton, Sylvia; Konkin, Jill; Awosoga, Olu; Caine, Vera

    2014-05-01

    The language of competence is widely utilized in both the regulation of nursing practice and curricular design in nursing education. The notion of competence defines what it means to be a professional, although it is not the only way of describing nursing practice. Unfortunately, there is much confusion about the concepts of competence, competency, and competency-based education. As well, the notion of competence, despite its global popularity, has flaws. In this paper we will disentangle these terms and critique the use of competence frameworks in nursing education. PMID:24090616

  16. Modeling Project Management Competences: An Ontology-Based Solution for Competency-Based Learning

    NASA Astrophysics Data System (ADS)

    Bodea, Constan?a-Nicoleta; Dasc?lu, Maria-Iuliana

    Due to growing requirements for skilled workers, the education should value the outcome and address students' real performance in life. A learning process turns out to be good when the degree of transformation made possible through that process is high or the degree of competences increases. Current paper indicates e-learning as a suitable activity for competences development. The authors also argue that a proper competences modeling solution would increase the efficiency of competence-based learning. Consequently, an ontology based solution is presented for project management domain.

  17. LONGER-TERM EFFECTIVENESS OF CBT IN TREATMENT OF COMORBID AUD/MDD ADOLESCENTS

    PubMed Central

    Cornelius, Jack R.; Douaihy, Antoine B.; Kirisci, Levent; Daley, Dennis C.

    2013-01-01

    Cognitive Behavioral Therapy (CBT) is a commonly used therapy among persons with major depressive disorder (MDD) and also among those with alcohol use disorders (AUD). However, less is known regarding the efficacy of CBT for treating persons with co-occurring disorders involving both MDD and an AUD. Studies assessing the efficacy of CBT in adolescent populations with co-occurring disorders are particularly sparse, especially studies designed to assess the potential longer-term efficacy of an acute phase trial of CBT therapy in that youthful comorbid population. We recently conducted a first acute phase treatment study involving comorbid AUD/MDD adolescents, which involved the medication fluoxetine as well as manualized CBT therapy. The results of that acute phase study suggested efficacy for CBT therapy but not for fluoxetine for treating the depressive symptoms and the excessive alcohol use of study subjects (Cornelius et al., 2009). The current chapter provides an assessment of the long-term efficacy of CBT for treating comorbid AUD/MDD adolescents, based on results from our own long-term (four-year) follow-up study, which was conducted following the completion of our recent acute phase treatment study. The results of the study suggest long-term efficacy for acute phase CBT/MET therapy for treating both the depressive symptoms and the excessive alcohol use of comorbid AUD/MDD adolescents, but demonstrate no evidence of long-term efficacy for fluoxetine for treating either the depressive symptoms or the excessive alcohol use of that population. PMID:25339844

  18. A Clinical Trial of In-Home CBT for Depressed Mothers in Home Visitation

    PubMed Central

    Ammerman, Robert T.; Putnam, Frank W.; Altaye, Mekibib; Stevens, Jack; Teeters, Angelique R.; Van Ginkel, Judith B.

    2013-01-01

    Despite negative outcomes for depressed mothers and their children, no treatment specifically designed to address maternal depression in the context of home visitation has emerged. In-Home Cognitive Behavioral Therapy (IH-CBT) is an adapted treatment that is delivered in the home, focuses on the needs of new mothers, and leverages ongoing home visiting to optimize engagement and outcomes. This study examined the efficacy of IH-CBT using a randomized clinical trial. Subjects were 93 new mothers in a home visiting program. Mothers with major depressive disorder identified at 3 months postpartum were randomized into IH-CBT and ongoing home visitation (n=47) or standard home visitation (SHV; n=46) in which they received home visitation alone and could obtain treatment in the community. Depression was measured at pre- and posttreatment, and 3-month follow-up using interviews, clinician ratings, and self-report. Mothers receiving IH-CBT showed improvements in all indicators of depression relative to the SHV condition and these gains were maintained at follow-up. For example, 70.7% of mothers receiving IH-CBT were no longer depressed at posttreatment in terms of meeting criteria for major depressive disorder compared to 30.2% in the SHV group. These findings suggest that IH-CBT is an efficacious treatment for depressed mothers in home visitation programs. PMID:23768664

  19. The Migrant/Special Education Training Program.

    ERIC Educational Resources Information Center

    Salend, Spencer J.; Reynolds, Catharine J.

    1991-01-01

    This article describes the Migrant Special Education Training Program at the State University of New York (New Paltz). This specially designed master's level teacher training program employs a field-oriented, competency-based approach which includes experience at a migrant education center, cooperative learning, and tutoring experiences. (DB)

  20. [Successful second cord blood transplantation (CBT) for late graft failure associated with several immune disorders after the initial CBT in a patient with acute myeloid leukemia].

    PubMed

    Mori, Minako; Yonezawa, Akihito; Kitagawa, Tomoya; Sasaki, Yuya; Onaka, Takashi; Imada, Kazunori

    2015-07-01

    A 64-year-old woman underwent reduced-intensity conditioning cord blood transplantation (RIC-CBT) for refractory acute myeloid leukemia (AML). A 6/6 antigen-level HLA-identical cord blood from a male infant was transfused. After successful engraftment with complete donor chimerism, the patient developed mixed chimera (XX 8.8%) on day 82. Tapering of tacrolimus was started on day 96. Bone marrow chimerism analysis showed a decreasing recipient cell population (XX 2.2%) on day 117 and tacrolimus was discontinued with no clinical signs of GVHD on day 123. However, pancytopenia with agranulocytosis was detected on day 138. She was diagnosed as having secondary graft failure associated with Coombs-positive immune hemolytic anemia and immune thrombocytopenia (ITP). At the same time, the percentage of recipient T cell chimerism in peripheral blood was about 50% and the B cell population showed lambda light chain restriction. On day 180, she received a second RIC-CBT due to lack of improvement of agranulocytosis. A single dose of rituximab was administered on day - 11 before the second CBT to eliminate the activated B cells. Prompt neutrophil engraftment was achieved and both hemolytic anemia and ITP also showed resolution. She is currently well (30 months after the second CBT), showing normal blood cell counts and complete second donor chimerism of marrow cells. PMID:26251154

  1. A Randomized Controlled Trial of Cognitive Behavioral Therapy (CBT) for Adjusting to Multiple Sclerosis (The saMS Trial): Does CBT Work and for Whom Does It Work?

    ERIC Educational Resources Information Center

    Moss-Morris, Rona; Dennison, Laura; Landau, Sabine; Yardley, Lucy; Silber, Eli; Chalder, Trudie

    2013-01-01

    Objective: The aims were (a) to test the effectiveness of a nurse-led cognitive behavioral therapy (CBT) program to assist adjustment in the early stages of multiple sclerosis (MS) and (b) to determine moderators of treatment including baseline distress, social support (SS), and treatment preference. Method: Ninety-four ambulatory people with MS…

  2. Competencies: The Competencies Debate in Australian Education and Training.

    ERIC Educational Resources Information Center

    Collins, Cherry, Ed.

    Competencies are the focal concept in the world of education and training in Australia at this moment in 1993. This book is a collection of papers and has three purposes. First, it aims to provide basic information about education and training. Second, the book aims to explore something of what competency-based education and training looks like in…

  3. A transdiagnostic comparison of enhanced cognitive behaviour therapy (CBT-E) and interpersonal psychotherapy in the treatment of eating disorders

    PubMed Central

    Fairburn, Christopher G.; Bailey-Straebler, Suzanne; Basden, Shawnee; Doll, Helen A.; Jones, Rebecca; Murphy, Rebecca; O'Connor, Marianne E.; Cooper, Zafra

    2015-01-01

    Eating disorders may be viewed from a transdiagnostic perspective and there is evidence supporting a transdiagnostic form of cognitive behaviour therapy (CBT-E). The aim of the present study was to compare CBT-E with interpersonal psychotherapy (IPT), a leading alternative treatment for adults with an eating disorder. One hundred and thirty patients with any form of eating disorder (body mass index >17.5 to <40.0) were randomized to either CBT-E or IPT. Both treatments involved 20 sessions over 20 weeks followed by a 60-week closed follow-up period. Outcome was measured by independent blinded assessors. Twenty-nine participants (22.3%) did not complete treatment or were withdrawn. At post-treatment 65.5% of the CBT-E participants met criteria for remission compared with 33.3% of the IPT participants (p < 0.001). Over follow-up the proportion of participants meeting criteria for remission increased, particularly in the IPT condition, but the CBT-E remission rate remained higher (CBT-E 69.4%, IPT 49.0%; p = 0.028). The response to CBT-E was very similar to that observed in an earlier study. The findings indicate that CBT-E is potent treatment for the majority of outpatients with an eating disorder. IPT remains an alternative to CBT-E, but the response is less pronounced and slower to be expressed. Current controlled trials ISRCTN 15562271. PMID:26000757

  4. A competency-based approach to couple and family therapy supervision.

    PubMed

    Celano, Marianne P; Smith, Chaundrissa Oyeshiku; Kaslow, Nadine J

    2010-03-01

    The competency-based movement continues to guide professional psychology. This has been highlighted through the establishment of essential foundational and functional competencies. The current paper focuses on the intervention competency domain and delineates its relevance within the field of couple and family therapy (CFT). We begin by providing an overview of 8 essential components of CFT: developing a systemic formulation, forging a systemic therapeutic alliance, understanding family-of-origin issues, reframing, managing negative interactions, building cohesion/intimacy/communication, restructuring/parenting, and understanding and applying evidence-based CFT models. We then provide a brief illustration of foundational and functional competencies essential to CFT. We conclude by addressing the CFT competency within an integrative approach to supervision and provide a case illustration that depicts this process. The relevance of establishing unique, evidence-based, theory-specific competency components is highlighted. PMID:22401999

  5. Competency-based medical education and scholarship: Creating an active academic culture during residency.

    PubMed

    Bourgeois, James A; Hategan, Ana; Azzam, Amin

    2015-10-01

    The competency-based medical education movement has been adopted in several medical education systems across the world. This has the potential to result in a more active involvement of residents in the educational process, inasmuch as scholarship is regarded as a major area of competency. Substantial scholarly activities are well within the reach of motivated residents, especially when faculty members provide sufficient mentoring. These academically empowered residents have the advantage of early experience in the areas of scholarly discovery, integration, application, and teaching. Herein, the authors review the importance of instituting the germinal stages of scholarly productivity in the creation of an active scholarly culture during residency. Clear and consistent institutional and departmental strategies to promote scholarly development during residency are highly encouraged. PMID:26449362

  6. Designing the framework for competency-based master of public health programs in India.

    PubMed

    Sharma, Kavya; Zodpey, Sanjay; Morgan, Alison; Gaidhane, Abhay; Syed, Zahiruddin Quazi; Kumar, Rajeev

    2013-01-01

    Competency in the practice of public health is the implicit goal of education institutions that offer master of public health (MPH) programs. With the expanding number of institutions offering courses in public health in India, it is timely to develop a common framework to ensure that graduates are proficient in critical public health. Steps such as situation assessment, survey of public health care professionals in India, and national consultation were undertaken to develop a proposed competency-based framework for MPH programs in India. The existing curricula of all 23 Indian MPH courses vary significantly in content with regard to core, concentration, and crosscutting discipline areas and course durations. The competency or learning outcome is not well defined. The findings of the survey suggest that MPH graduates in India should have competencies ranging from monitoring of health problems and epidemics in the community, applying biostatistics in public health, conducting action research, understanding social and community influence on public health developing indicators and instruments to monitor and evaluate community health programs, developing proposals, and involving community in planning, delivery, and monitoring of health programs. Competency statements were framed and mapped with domains including epidemiology, biostatistics, social and behavioral sciences, health care system, policy, planning, and financing, and environmental health sciences and a crosscutting domain that include health communication and informatics, health management and leadership, professionalism, systems thinking, and public health biology. The proposed competency-based framework for Indian MPH programs can be adapted to meet the needs of diverse, unique programs. The framework ensures the uniqueness and diversity of individual MPH programs in India while contributing to measures of overall program success. PMID:23169401

  7. A randomized controlled trial of CBT therapy for adults with ADHD with and without medication

    PubMed Central

    2012-01-01

    Background Previous studies of psychological treatment in adults with ADHD have not controlled for medication status and include either medicated participants or mixed samples of medicated and unmedicated participants. The objective of this study is to examine whether use of medication improves outcome of therapy. Method This was a secondary analysis comparing 23 participants randomized to CBT and Dextroamphetamine vs. 25 participants randomized to CBT and placebo. Both patients and investigators were blind to treatment assignment. Two co-primary outcomes were used: ADHD symptoms on the ADHD-RS-Inv completed by the investigator and improvement in functioning as reported by the patient on the Sheehan Disability Scale. Results Both groups showed robust improvement in both symptoms and functioning, but the use of medication did not significantly improve outcome over and above use of CBT and placebo. Conclusion This study replicates previous work demonstrating that CBT is an effective treatment for ADHD in adults. Within the limits of this pilot, secondary analysis we were not able to demonstrate that medication significantly augments the outcome of CBT therapy for adults with ADHD. The study was funded by GlaxoSmithKline, Clinical Trials Registry #GSK707. PMID:22480189

  8. The false dichotomy of quality and quantity in the discourse around assessment in competency-based education.

    PubMed

    Ten Cate, Olle

    2015-08-01

    Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in clinical practice. An educational philosophy like "We don't require numbers of procedures completed but focus on competencies" suggests a dichotomy of either competency-based or time and procedures based education. The author argues that this dichotomy is not useful, and may even compromise education, as long as valid assessment of all relevant competencies is not possible or feasible. Requiring quantities of experiences of learners is not in contrast with competency-based education. PMID:24908558

  9. A Computer-Based Training System for American Antique Chair Styles.

    ERIC Educational Resources Information Center

    See, Maha

    A computer-based training (CBT) system was designed to train learners to recognize six styles of 18th century American antique chairs. The project consisted of five phases. The first phase consisted of a needs analysis to determine the training needs for the target population. Three groups of learners were identified: antique sales personnel,…

  10. 2-Cyanobenzothiazole (CBT) condensation for site-specific labeling of proteins at the terminal cysteine residues.

    PubMed

    Cui, Lina; Rao, Jianghong

    2015-01-01

    Site specificity is pivotal in obtaining homogeneously labeled proteins without batch-to-batch variations. More importantly, precisely controlled modification at specific sites avoids potential pitfalls that could otherwise interfere with protein folding, structure, and function. Inspired by the chemical synthesis of D-luciferin, we have developed an efficient strategy (second-order rate constant k 2?=?9.2 M(-1) s(-1)) for labeling of proteins containing 1,2-aminothiol via reaction with 2-cyanobenzothiazole (CBT). In addition, the CBT condensation enjoys the convenience of protein engineering, as production of N-terminal cysteine-containing proteins has been well developed for native chemical ligation. This protocol describes the preparation of Renilla luciferase (rLuc) with 1,2-aminothiol at either its N- or C-terminus, and site-specific labeling of rLuc with fluorescein or (18)F via CBT condensation. PMID:25560068

  11. Training Counselors to Work Competently with Individuals and Families with Health and Mental Health Issues

    ERIC Educational Resources Information Center

    Sperry, Len

    2012-01-01

    A paradigm shift is underway in the training of professional counselors. It involves a shift in orientation from an input-based or traditional model of training to an outcomes-based or competency-based model of training. This article provides a detailed description of both input-based and outcomes-based training and instructional methods. It…

  12. Competency-Based Curriculum for Articulated Programs in Air Conditioning/Refrigeration. A Study for the Articulation of Competency-Based Curricula for the Coordination of Vocational-Technical Education Programs in Louisiana. Final Report. Volume II.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    The curriculum guide for air conditioning/refrigeration is one of five guides written and field tested in a project to develop statewide articulated competency-based curricula in selected vocational education programs. Two separate curricula, one for the vocational-technical level and one for the associate degree level, are presented. The six…

  13. Affect Regulation Training (ART) for Alcohol Use Disorders: Development of a Novel Intervention for Negative Affect Drinkers

    PubMed Central

    Stasiewicz, Paul R.; Bradizza, Clara M.; Schlauch, Robert C.; Coffey, Scott F.; Gulliver, Suzy B.; Gudleski, Gregory; Bole, Christopher W.

    2013-01-01

    Although negative affect is a common precipitant of alcohol relapse, there are few interventions for alcohol dependence that specifically target negative affect. In this Stage 1a/1b treatment development study, several affect regulation strategies (e.g., mindfulness, prolonged exposure, distress tolerance) were combined to create a new treatment supplement called Affect Regulation Training (ART), which could be added to enhance Cognitive-Behavioral Therapy (CBT) for alcohol dependence. A draft therapy manual was given to therapists and treatment experts before being administered to several patients who also provided input. After two rounds of manual development (Stage 1a), a pilot randomized clinical trial (N = 77) of alcohol-dependent outpatients who reported drinking often in negative affect situations was conducted (Stage 1b). Participants received 12-weekly, 90-minute sessions of either CBT for alcohol dependence plus ART (CBT + ART) or CBT plus a healthy lifestyles control condition (CBT + HLS). Baseline, end-of-treatment, and 3- and 6-month posttreatment interviews were conducted. For both treatment conditions, participant ratings of treatment satisfaction were high, with CBT + ART rated significantly higher. Drinking outcome results indicated greater reductions in alcohol use for CBT + ART when compared to CBT + HLS, with moderate effect sizes for percent days abstinent, drinks per day, drinks per drinking day, and percent heavy drinking days. Overall, findings support further research on affect regulation interventions for negative affect drinkers. PMID:23876455

  14. Parent Involvement in CBT Treatment of Adolescent Depression: Experiences in the Treatment for Adolescents with Depression Study (TADS)

    ERIC Educational Resources Information Center

    Wells, Karen C.; Albano, Anne Marie

    2005-01-01

    The Treatment for Adolescents With Depression Study (TADS) evaluated the short- and long-term effectiveness of cognitive behavior therapy (CBT) alone, fluoxetine alone, and their combination, relative to pill placebo, and the 12-week treatment effects were recently published (TADS Team, 2004). Results showed that treatment that combined CBT with…

  15. Acceptance and Mindfulness Techniques as Applied to Refugee and Ethnic Minority Populations with PTSD: Examples from "Culturally Adapted CBT"

    ERIC Educational Resources Information Center

    Hinton, Devon E.; Pich, Vuth; Hofmann, Stefan G.; Otto, Michael W.

    2013-01-01

    In this article we illustrate how we utilize acceptance and mindfulness techniques in our treatment (Culturally Adapted CBT, or CA-CBT) for traumatized refugees and ethnic minority populations. We present a Nodal Network Model (NNM) of Affect to explain the treatment's emphasis on body-centered mindfulness techniques and its focus on psychological…

  16. Randomized Clinical Trial of Cognitive Behavioral Therapy (CBT) versus Acceptance and Commitment Therapy (ACT) for Mixed Anxiety Disorders

    ERIC Educational Resources Information Center

    Arch, Joanna J.; Eifert, Georg H.; Davies, Carolyn; Vilardaga, Jennifer C. Plumb; Rose, Raphael D.; Craske, Michelle G.

    2012-01-01

    Objective: Randomized comparisons of acceptance-based treatments with traditional cognitive behavioral therapy (CBT) for anxiety disorders are lacking. To address this gap, we compared acceptance and commitment therapy (ACT) to CBT for heterogeneous anxiety disorders. Method: One hundred twenty-eight individuals (52% female, mean age = 38, 33%…

  17. The ABCs of CBT (Cognitive Behavior Therapy): Evidence-Based Approaches to Child Anxiety in Public School Settings

    ERIC Educational Resources Information Center

    Miller, Lynn D.; Short, Christina; Garland, E. Jane; Clark, Sandra

    2010-01-01

    This study evaluated a locally developed cognitive behavior therapy (CBT) intervention program in a public elementary school. In the prevention approach, 118 children were randomly assigned either to an 8-week intervention or to a wait-list control. Results of statistical analysis indicated that the manualized CBT intervention did not reduce…

  18. A Guide to Task Analysis for Competency Based Education. Health Occupations. Task Linkage Project Publication No. 4.

    ERIC Educational Resources Information Center

    Georgia State Univ., Atlanta. School of Education.

    Developed through synthesis and review of existing task analysis literature, this guide lists tasks expected to be performed by workers in ten health occupations and presents information for incorporating these tasks into articulated secondary and postsecondary competency based educational programs. Task listings are presented for the following…

  19. Development of Competency-Based Articulated Automotive Program. Big Bend Community College and Area High Schools. Final Report.

    ERIC Educational Resources Information Center

    Buche, Fred; Cox, Charles

    A competency-based automotive mechanics curriculum was developed at Big Bend Community College (Washington) in order to provide the basis for an advanced placement procedure for high school graduates and experienced adults through a competency assessment. In order to create the curriculum, Big Bend Community College automotive mechanics…

  20. Exploring the Validity and Robustness of a Competency Self-Report Instrument for Vocational and Higher Competence-Based Education

    ERIC Educational Resources Information Center

    Khaled, Anne E.; Gulikers, Judith T. M.; Tobi, Hilde; Biemans, Harm J. A.; Oonk, Carla; Mulder, Martin

    2014-01-01

    Research on the effectiveness of competence-based education (CB-education) across educational contexts and levels requires a new evaluation measurement. This study explores the face validity, construct validity, and robustness of a competency self-report instrument that is aligned with contemporary competence theory and with current educational…

  1. Analysis of the Competency-Based High School Diploma Program for CETA Clients. Report III: Student/Client Completion Results.

    ERIC Educational Resources Information Center

    McMillan, Samuel H., Jr.

    A study examined the student/client completion of a competency-based high school diploma for CETA clients. Using follow-up forms, attendance records, correspondence, telephone calls, and client information sheets, researchers collected data from clients and staff pertaining to 102 of the 238 program clients from five sites in Texas (Abilene,…

  2. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Salvatore, Gerald

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  3. Assumed-Competence Based on Undervaluing Others as a Determinant of Emotions: Focusing on Anger and Sadness

    ERIC Educational Resources Information Center

    Hayamizu, Toshihiko; Kino, Kazuyo; Takagi, Kuniko; Tan, Eng-Hai

    2004-01-01

    The purpose of this study is to examine whether a new construct "Assumed-Competence based on undervaluing others (AC)" could be a determinant of anger and sadness for contemporary Japanese adolescents. A set of questionnaires was administered to 584 high school students, who rated ACS-2 (Assumed-Competence Scale, second version), Rosenberg's…

  4. Management Guide to a Competency-Based Adult Education Program for Administrators, Counselors, Teachers. 1984-1985.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    A 310 Special Demonstration Project was conducted in Florida to create a model of competency-based adult education (CBAE) based on the programs currently in existence. This manual, which was produced through the project, presents an overview of CBAE and explains in detail how to operate a CBAE program. The manual is organized in 11 sections. The…

  5. Competency-Based Adult Education Classroom Management Guide for Adult Basic Education Curriculum (Level II, 5-8).

    ERIC Educational Resources Information Center

    Singer, Elizabeth

    This Competency-Based Adult Basic Education (CBABE) Classroom Management Guide was developed to aid the Adult Basic Education (ABE) facilitator in implementing a model CBABE Level 5-8 curriculum. First, introductory material provides background on the CBABE project at Brevard Community College (Florida) and the rationale for the development of the…

  6. Business Relations--Media/Modeling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Racanelli, Meri Gann

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  7. Competency-Based Teacher Education for Community College Instructors: A Partly Self-Instructional Staff Development Program.

    ERIC Educational Resources Information Center

    Nelson, Hilding E.

    This paper outlines the basic structure, content, and organization of the Competency-Based Teacher Education (CBTE) program developed for part-time community college instructors at Mount San Jacinto College. Trainees in the program meet in five to seven three-hour class sessions over a typical sixteen-week time span. Sessions are usually spaced…

  8. A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction

    ERIC Educational Resources Information Center

    Oyao, Sheila G.; Holbrook, Jack; Rannikmäe, Miia; Pagunsan, Marmon M.

    2015-01-01

    This article proposes a competence-based learning framework for science teaching, applied to the study of "big ideas", in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward…

  9. Competency-Based Approaches: Linking Theory and Practice in Professional Education with Particular Reference to Health Education

    ERIC Educational Resources Information Center

    Gonczi, Andrew

    2013-01-01

    Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…

  10. Teaching Eighteenth-Century Poetic Satire with a Competency-Based Approach: Jonathan Swift and Lady Mary Wortley Montagu

    ERIC Educational Resources Information Center

    Modia, María Jesús Lorenzo; Álvarez, Begoña Lasa

    2011-01-01

    The purpose of this essay is to analyse the teaching of literature with a competency-based approach. This is exemplified by means of a thorough study of a poetic duel between two relevant eighteenth-century writers, Jonathan Swift and Lady Mary Wortley Montagu, and more specifically, by means of the satires entitled respectively "The Lady's…

  11. Competency-Based Education in Three Pilot Programs: What It Is, How It's Implemented, and How It's Working. Brief

    ERIC Educational Resources Information Center

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation extended grants to three educational organizations working to develop or enhance competency-based approaches in large, urbanized school systems. The grant initiative, called Project Mastery, funded the development of technology-enhanced tools, including curriculum materials and online learning…

  12. Digital Badges for Teacher Mastery: An Exploratory Study of a Competency-Based Professional Development Badge System. CCT Reports

    ERIC Educational Resources Information Center

    Diamond, James; Gonzalez, Pilar Carmina

    2014-01-01

    This study contributes knowledge about how a digital badge system integrated into an online, subject-matter-specific, and competency-based professional development (PD) program affected teachers' experiences with and perceptions of the program activities. The report presents findings from a one-year exploratory study of an online PD program, and…

  13. Students' Personal Professional Theories in Competence-Based Vocational Education: The Construction of Personal Knowledge through Internalisation and Socialisation

    ERIC Educational Resources Information Center

    Schaap, H.; de Bruijn, E.; Van der Schaaf, M. F.; Kirschner, P. A.

    2009-01-01

    Competence-based vocational education is based on a constructivist learning paradigm, where the development of students' personal professional knowledge is emphasised. However, there is a lack of insight into how students construct their own professional knowledge and what the content and nature of personal professional knowledge is. This article…

  14. The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

    ERIC Educational Resources Information Center

    Stewart, Richard Lee

    A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

  15. Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Hardman, Thomas

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  16. Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance

    ERIC Educational Resources Information Center

    Klein-Collins, Rebecca

    2012-01-01

    Today the U.S. higher education system is facing a crisis regarding its perceived quality. One model for improving quality is competency-based education, in which an institution clearly defines the specific competencies expected of its graduates. A key challenge is how to help more people, particularly adults, succeed at the post¬secondary level…

  17. Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Felice, Michael

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  18. Development and Evaluation of Nutrition Education Competencies and a Competency-Based Resource Guide for Preschool-Aged Children

    ERIC Educational Resources Information Center

    Scherr, Rachel E.; Reed, Heather; Briggs, Marilyn; Zidenberg-Cherr, Sheri

    2011-01-01

    Purpose/Objectives: The purpose of this research was to develop and evaluate nutrition education competencies and a competency-based resource guide, Connecting the Dots...Healthy Foods, Healthy Choices, Healthy Kids (CTD), for preschool-aged children in California. Methods: Nutrition education experts and California Department of Education staff…

  19. Trade and Industrial Education. Teacher Handbook. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

    This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of trade and industrial education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that…

  20. Teacher's Guide for Home Economics Curriculum Competency Based Modules for Integrating Basic Skills in Reading, Writing, and Mathematics.

    ERIC Educational Resources Information Center

    Crabtree, Myrna P.; Maltby, Carolyn T.

    This teacher's guide is designed to encourage home economics teachers to plan and implement units of study that will facilitate student competency development in home economics content areas as well as in basic skills. It is intended to assist teachers in the effective use of "Home Economics Curriculum Competency Based Modules in Reading, Writing,…

  1. Efficacy of technology-delivered cognitive behavioural therapy for OCD versus control conditions, and in comparison with therapist-administered CBT: meta-analysis of randomized controlled trials.

    PubMed

    Dèttore, Davide; Pozza, Andrea; Andersson, Gerhard

    2015-01-01

    Cognitive behavioural therapy (CBT) is a well-established treatment for obsessive-compulsive disorder (OCD). However, few patients receive CBT, due to factors such as geographic limitations, perceived stigmatization, and lack of CBT services. Technology-delivered cognitive behavioural therapy (T-CBT) could be an effective strategy to improve patients' access to CBT. To date, a meta-analysis on the effectiveness of T-CBT for OCD has not been conducted. This study used meta-analytic techniques to summarize evidence on the efficacy of T-CBT for OCD versus control conditions and therapist-administered CBT. A meta-analysis according to Prisma guidelines was conducted on randomized controlled trials (RCTs) of T-CBT for OCD. Treatment was classified as T-CBT if evidence-based CBT active ingredients for OCD were included (psychoeducation, ERP, and cognitive restructuring), delivered through health technologies (e.g. self-help books, leaflets, and other forms of bibliotherapy) or remote communication technologies (e.g. the Internet, web-cameras, telephones, telephone-interactive voice response systems, and CD-ROMS). Studies using validated outcomes for OCD or depression were included. Eight trials were included (N = 420). Two trials were classified as at high risk of bias. T-CBT seemed to be superior to control conditions on OCD symptom outcomes at post-treatment (d = 0.82, 99% CI = 0.55-1.08, p = 0.001), but not on comorbid depression (d = 0.33, 99% CI = - 0.01-0.67, p = 0.020). Difference in the efficacy on OCD symptoms between T-CBT and therapist-administered CBT was not significant, despite a trend favouring therapist-administered CBT emerged (d = 0.45, 95% CI = 0.03-0.87, p = 0.033). Directions for research are discussed. Further RCTs are warranted to examine the efficacy of T-CBT for OCD. PMID:25705787

  2. Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences

    PubMed Central

    Thompson, Katerina V.; Chmielewski, Jean; Gaines, Michael S.; Hrycyna, Christine A.; LaCourse, William R.

    2013-01-01

    The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary boundaries. Purdue University; the University of Maryland, Baltimore County; and the University of Miami are each developing modules and case studies that integrate the biological, chemical, physical, and mathematical sciences. The University of Maryland, College Park, is leading the effort to create an introductory physics for life sciences course that is reformed in both content and pedagogy. This course has prerequisites of biology, chemistry, and calculus, allowing students to apply strategies from the physical sciences to solving authentic biological problems. A comprehensive assessment plan is examining students’ conceptual knowledge of physics, their attitudes toward interdisciplinary approaches, and the development of specific scientific competencies. Teaching modules developed during this initial phase will be tested on multiple partner campuses in preparation for eventual broad dissemination. PMID:23737624

  3. A Delphi study to construct a CanMEDS competence based inventory applicable for workplace assessment

    PubMed Central

    2012-01-01

    Background During workplace based learning students develop professional competences and an appropriate performance. To gain insight in the learning process and to evaluate competences and performance, assessment tools are essential and need to be of good quality. We aimed to construct a competence inventory applicable as an instrument to measure the content validity of workplace based assessment tools, such as portfolio. Methods A Delphi study was carried out based on the CanMEDS Roles Framework. In three rounds, experts (N?=?25–30) were invited to score the key competences per CanMEDS role on relevance (6-point Likert-scale), and to comment on the content and formulation bearing in mind its use in workplace based assessment. A descriptive analysis of relevances and comments was performed. Results Although all competences were scored as relevant, many comments pointed at a lack of concrete, transparent and applicable descriptions of the key competences for the purpose of assessment. Therefore, the CanMEDS roles were reformulated in this Delphi procedure as concrete learning outcomes, observable and suitable for workplace based assessment. Conclusions A competence based inventory, ready for validating workplace based assessment tools, was constructed using a Delphi procedure and based on a clarification and concretisation of the CanMEDS roles. PMID:22973829

  4. Solar and Energy Conserving Food Technologies: A Training Manual. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-17.

    ERIC Educational Resources Information Center

    Farallones Inst., Occidental, CA.

    Based on experience in the field, this training manual was developed to help Peace Corps trainers plan and implement inservice training programs in solar and other energy conserving food technologies for Peace Corps volunteers and community workers. Using a competency-based format, the manual contains 20 sessions (learning modules) that focus on…

  5. Mother-Child Interactions and Childhood OCD: Effects of CBT on Mother and Child Observed Behaviors

    ERIC Educational Resources Information Center

    Schlup, Barbara; Farrell, Lara; Barrett, Paula

    2011-01-01

    This waitlist-controlled study investigates the impact of a group-based cognitive-behavioral therapy with family involvement (CBT-F) on observed mother and child behaviors in children with obsessive-compulsive disorder (OCD). Forty-four children and adolescents with OCD and their mothers were observed during family discussions before and after…

  6. Child Maltreatment History and Response to CBT Treatment in Depressed Mothers Participating in Home Visiting.

    PubMed

    Ammerman, Robert T; Peugh, James L; Teeters, Angelique R; Putnam, Frank W; Van Ginkel, Judith B

    2014-11-13

    Child maltreatment contributes to depression in adults. Evidence indicates that such experiences are associated with poorer outcomes in treatment. Mothers in home visiting programs display high rates of depression and child maltreatment histories. In-Home Cognitive Behavioral Therapy (IH-CBT) was developed to treat maternal depression in home visiting. The purpose of this study was to examine the moderating effects of child maltreatment history on depression, social functioning, and parenting in mothers participating in a clinical trial of IH-CBT. Ninety-three depressed mothers in home visiting between 2 and 10 months postpartum were randomly assigned to IH-CBT (n = 47) plus home visiting or standard home visiting (SHV; n = 46). Mothers were identified via screening and then confirmation of major depressive disorder diagnosis. Measures of child maltreatment history, depression, social functioning, and parenting were administered at pre-treatment, post-treatment, and 3-month follow-up. Results indicated high rates of maltreatment in both conditions relative to the general population. Mixed model analyses found a number of main effects in which experiences of different types of trauma were associated with poorer functioning regardless of treatment condition. Evidence of a moderating effect of maltreatment on treatment outcomes was found for physical abuse and parenting and emotional abuse and social network size. Future research should focus on increasing the effectiveness of IH-CBT with depressed mothers who have experienced child maltreatment. PMID:25395221

  7. Staff Expectations and Views of Cognitive Behaviour Therapy (CBT) for Adults with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Kroese, Biza Stenfert; Jahoda, Andrew; Pert, Carol; Trower, Peter; Dagnan, Dave; Selkirk, Mhairi

    2014-01-01

    Background: The role of support workers and other professionals in the psychotherapeutic process has been commented upon but not as yet been systematically investigated. Method: To explore their views and expectations of cognitive behaviour therapy (CBT) for adults with intellectual disabilities, eleven paid support workers and professionals were…

  8. Toward an Integrative Model for CBT: Encompassing Behavior, Cognition, Affect, and Process

    ERIC Educational Resources Information Center

    Mischel, Walter

    2004-01-01

    Dramatic changes in our science in recent years have profound implications for how psychologists conceptualize, assess, and treat people. I comment on these developments and the contributions to this special series, focusing on how they speak to new directions and challenges for the future of CBT. Discoveries about mind, brain, and behavior that…

  9. A Pilot Study of Modified Cognitive-Behavioral Therapy for Childhood Traumatic Grief (CBT-CTG)

    ERIC Educational Resources Information Center

    Cohen, Judith A.; Mannarino, Anthony P.; Staron, Virginia R.

    2006-01-01

    Objective: This pilot study evaluated outcomes for a modified 12-session protocol of cognitive-behavioral therapy for childhood traumatic grief (CBT-CTG) conducted between March 2004 and October 2005. CTG is an emerging condition characterized by a combination of posttraumatic stress and unresolved grief symptoms. This two-module treatment model…

  10. A Randomized Controlled Trial of Online versus Clinic-Based CBT for Adolescent Anxiety

    ERIC Educational Resources Information Center

    Spence, Susan H.; Donovan, Caroline L.; March, Sonja; Gamble, Amanda; Anderson, Renee E.; Prosser, Samantha; Kenardy, Justin

    2011-01-01

    Objective: The study examined the relative efficacy of online (NET) versus clinic (CLIN) delivery of cognitive behavior therapy (CBT) in the treatment of anxiety disorders in adolescents. Method: Participants included 115 clinically anxious adolescents aged 12 to 18 years and their parent(s). Adolescents were randomly assigned to NET, CLIN, or…

  11. The Competency-Based Curriculum: Developing a Mosaic. Educational Forum Proceedings (Dunbar Senior High School, District of Columbia, April 7-8, 1978).

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC.

    Included in this publication are presentations and summaries given at a forum designed to provide information about the status of the competency-based curriculum and its implications for competency-based education. On the topic "Instructional Support for CBC: Where the System Is Now," three presenters, James T. Guines, Wilbur A. Millard, and P.…

  12. Performance/Competency-Based Professional Development of Vocational Teachers and Administrators: National Conference Proceedings (Philadelphia, PA, October 13-15, 1981).

    ERIC Educational Resources Information Center

    Harrington, Lois G., Ed.

    These proceedings contain the texts of 20 reports presented at a conference organized to review and assess the status of the following types of performance/competency-based approaches to the professional development of vocational teachers and administrators: performance-based teacher education (PBTE), competency-based teacher education (CBTE),…

  13. Trial of CBT for impulse control behaviors affecting Parkinson patients and their caregivers

    PubMed Central

    Okai, David; Askey-Jones, Sally; Samuel, Michael; O’Sullivan, Sean S.; Chaudhuri, K. Ray; Martin, Anne; Mack, Joel; Brown, Richard G.

    2013-01-01

    Objective: To test the effects of a novel cognitive-behavioral therapy (CBT)–based intervention delivered by a nurse therapist to patients with Parkinson disease (PD) with clinically significant impulse control behaviors (ICB). Methods: This was a randomized controlled trial comparing up to 12 sessions of a CBT-based intervention compared to a waiting list control condition with standard medical care (SMC). A total of 27 patients were randomized to the intervention and 17 to the waiting list. Patients with a Mini-Mental State Examination score of <24 were excluded. The coprimary outcomes were overall symptom severity and neuropsychiatric disturbances in the patients and carer burden and distress after 6 months. Secondary outcome measures included depression and anxiety, marital satisfaction, and work and social adjustment in patients plus general psychiatric morbidity and marital satisfaction in carers. Results: There was a significant improvement in global symptom severity in the CBT intervention group vs controls, from a mean score consistent with moderate to one of mild illness-related symptoms (?2 = 16.46, p < 0.001). Neuropsychiatric disturbances also improved significantly (p = 0.03), as did levels of anxiety and depression and adjustment. Measures of carer burden and distress showed changes in the desired direction in the intervention group but did not change significantly. General psychiatric morbidity did improve significantly in the carers of patients given CBT. Conclusions: This CBT-based intervention is the first to show efficacy in ICB related to PD in terms of patient outcomes. The hoped-for alleviation of carer burden was not observed. The study demonstrates the feasibility and potential benefit of a psychosocial treatment approach for these disturbances at least in the short term, and encourages further larger-scale clinical trials. Classification of evidence: The study provides Class IV evidence that CBT plus SMC is more effective than SMC alone in reducing the severity of ICB in PD, based upon Clinical Global Impression assessment (?2 = 16.46, p < 0.001): baseline to 6-month follow-up, reduction in symptom severity CBT group, 4.0–2.5; SMC alone group, 3.7–3.5. PMID:23325911

  14. SLEEP QUALITY PREDICTS TREATMENT OUTCOME IN CBT FOR SOCIAL ANXIETY DISORDER

    PubMed Central

    Zalta, Alyson K.; Dowd, Sheila; Rosenfield, David; Smits, Jasper A. J.; Otto, Michael W.; Simon, Naomi M.; Meuret, Alicia E.; Marques, Luana; Hofmann, Stefan G.; Pollack, Mark H.

    2014-01-01

    Background Sleep quality may be an important, yet relatively neglected, predictor of treatment outcome in cognitive-behavioral therapy (CBT) for anxiety disorders. Specifically, poor sleep quality may impair memory consolidation of in-session extinction learning. We therefore examined sleep quality as a predictor of treatment outcome in CBT for social anxiety disorder and the impact of d-cycloserine (DCS) on this relationship. Methods One hundred sixty-nine participants with a primary diagnosis of DSM-IV generalized social anxiety disorder were recruited across three sites. Participants were enrolled in 12 weeks of group CBT. Participants randomly received 50 mg of DCS (n = 87) or pill placebo (n = 82) 1 hr prior to sessions 3–7. Participants completed a baseline measure of self-reported sleep quality and daily diaries recording subjective feelings of being rested upon wakening. Outcome measures including social anxiety symptoms and global severity scores were assessed at each session. Results Poorer baseline sleep quality was associated with slower improvement and higher posttreatment social anxiety symptom and severity scores. Moreover, patients who felt more “rested” after sleeping the night following a treatment session had lower levels of symptoms and global severity at the next session, controlling for their symptoms and severity scores the previous session. Neither of these effects were moderated by DCS condition. Conclusions Our findings suggest that poor sleep quality diminishes the effects of CBT for social anxiety disorder and this relation is not attenuated by DCS administration. Therapeutic attention to sleep quality prior to initiation of CBT and during the acute treatment phase may be clinically indicated. PMID:24038728

  15. Development and Implementation of Health and Wellness CBT for Individuals with Depression and HIV

    PubMed Central

    Kennard, B.; Brown, L.; Hawkins, L.; Risi, A.; Radcliffe, J.; Emslie, G.; Mayes, T.; King, J.; Foxwell, A.; Buyukdura, J.; Bethel, J.; Naar-King, S.; Xu, J.; Lee, S.; Garvie, P.; London, C.; Tanney, M.; Thornton, S.

    2014-01-01

    Rates of depression are reported to be between 22–33% in adults with HIV, which is double that of the general population. Depression negatively affects treatment adherence and health outcomes of those with medical illnesses. Further, it has been shown in adults that reducing depression may improve both adherence and health outcomes. To address the issues of depression and non-adherence, Health and Wellness (H&W) Cognitive Behavioral Therapy (CBT) and medication management (MM) treatment strategies have been developed specifically for youth living with both HIV and depression. H&W CBT is based on other studies with uninfected youth and upon research on adults with HIV. H&W CBT uses problem-solving, motivational interviewing, and cognitive-behavioral strategies to decrease adherence obstacles and increase wellness. The intervention is delivered in 14 planned sessions over a 6-month period, with three different stages of CBT. This paper summarizes the feasibility and acceptability data from an open depression trial with 8 participants, 16–24 years of age, diagnosed with HIV and with a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnosis of depression, conducted at two treatment sites in the Adolescent Trials Network (ATN). Both therapists and subjects completed a Session Evaluation Form (SEF) after each session, and results were strongly favorable. Results from The Quick Inventory of Depressive Symptomatology-Clinician (QIDS-C) also showed noteworthy improvement in depression severity. A clinical case vignette illustrates treatment response. Further research will examine the use of H&W CBT in a larger trial of youth diagnosed with both HIV and depression. PMID:24795524

  16. Paediatric Obsessive-Compulsive Disorder and Depressive Symptoms: Clinical Correlates and CBT Treatment Outcomes.

    PubMed

    Brown, H M; Lester, K J; Jassi, A; Heyman, I; Krebs, G

    2015-07-01

    Depression frequently co-occurs with paediatric obsessive-compulsive disorder (OCD), yet the clinical correlates and impact of depression on CBT outcomes remain unclear. The prevalence and clinical correlates of depression were examined in a paediatric specialist OCD-clinic sample (N?=?295; Mean?=?15 [7 - 18] years, 42 % female), using both dimensional (Beck Depression Inventory-youth; n?=?261) and diagnostic (Development and Wellbeing Assessment; n?=?127) measures of depression. The impact of depressive symptoms and suspected disorders on post-treatment OCD severity was examined in a sub-sample who received CBT, with or without SSRI medication (N?=?100). Fifty-one per-cent of patients reported moderately or extremely elevated depressive symptoms and 26 % (95 % CI: 18 - 34) met criteria for a suspected depressive disorder. Depressive symptoms and depressive disorders were associated with worse OCD symptom severity and global functioning prior to CBT. Individuals with depression were more likely to be female, have had a psychiatric inpatient admission and less likely to be attending school (ps?CBT. Depressive symptoms and depressive disorders predicted worse post-treatment OCD severity (?s?=?0.19 and 0.26, ps?CBT for OCD and is not independently associated with worse outcomes, supporting the recommendation for treatment as usual in the presence of depressive symptoms. PMID:25301176

  17. The Relationship between Alliance and Client Involvement in CBT for Child Anxiety Disorders

    PubMed Central

    McLeod, Bryce D.; Islam, Nadia Y.; Chiu, Angela W.; Smith, Meghan M.; Chu, Brian C.; Wood, Jeffrey J.

    2013-01-01

    Objective Little is known about the nature of the relationship between the alliance and client involvement in child psychotherapy. To address this gap, we examined the relationship between these therapy processes over the course of cognitive-behavioral therapy (CBT) for child anxiety disorders. Method The sample was 31 child participants (Mage = 9.58 years, SD = 2.17, range 6–13 years, 67.7% boys; 67.7% Caucasian, 6.5% Latino, 3.2% Asian/Pacific Islander, and 22.6% mixed/other) diagnosed with a primary anxiety disorder. The participants received a manual-based individual CBT program for child anxiety or a manual-based family CBT program for child anxiety. Ratings of alliance and client involvement were collected on early (session two) and late (session eight) treatment phases. Two independent coding teams rated alliance and client involvement. Results Change in alliance positively predicted late client involvement after controlling for initial levels of client involvement. In addition, change in client involvement positively predicted late alliance after controlling for initial levels of the alliance. The findings were robust after controlling for potentially confounding variables. Conclusions In CBT for child anxiety disorders, change in the alliance appears to predict client involvement; however, client involvement also appears to predict the quality of the alliance. Our findings suggest that the nature of the relationship between alliance and client involvement may be more complex than previously hypothesized. In clinical practice, tracking alliance and level of client involvement could help optimize the impact and delivery of CBT for child anxiety. PMID:24245994

  18. Applying Competency-Based Education in Preparing Teachers: The Case of the Free University of Iran.

    ERIC Educational Resources Information Center

    Shomali, Bahman Saghatchian; Houston, W. Robert

    The Free University of Iran was established for the purpose of expanding higher educational opportunity in all areas of the country and training semiprofessional and professional manpower in Iran, particularly in less developed rural areas. The University initially is concentrating its training in the areas of teacher education, health services,…

  19. Transfer of manualized CBT for social phobia into clinical practice (SOPHO-PRAX): a study protocol for a cluster-randomized controlled trial

    PubMed Central

    2012-01-01

    Background Cognitive-behavioral therapy (CBT) is generally known to be efficacious in the treatment of social phobia when applied in RCTs, namely when the treatment manual is based on the Clark-Wells approach. However, little is known about the efficacy of manualized treatments in routine clinical practice (Phase IV of psychotherapy research). The present study (SOPHO-PRAX) is a continuation of a large multicenter randomized clinical trial (SOPHO-NET) and analyzes the extent to which additional training practitioners in manualized procedures enhances treatment effect. Methods/design Thirty-six private practitioners will be included in three treatment centers and randomly designated to either training in manualized CBT or no specific training. The treatment effects of the therapies conducted by both groups of therapists will be compared. A total of 162 patients (n?=?116 completers; n?=?58 per condition) will be enrolled. Liebowitz Social Anxiety Scale (LSAS) will serve as primary outcome measure. Remission from social phobia is defined as LSAS total ?30 points. Data will be collected at treatment begin, after 8, 15, and 25 sessions (50?min each), at treatment completion, as well at 6 and 12?months post-treatment. Discussion The present CBT trial combines elements of randomized controlled trials and naturalistic studies in an innovative way. It will directly inform about the incremental effects of procedures established in a controlled trial into clinical practice. Study results are relevant to healthcare decisions and policy. They may serve to improve quality of treatment, and shorten the time frame between the development and widespread dissemination of effective methods, thereby reducing health cost expenditure. The results of this study will not only inform about the degree to which the new methods lead to an improvement of treatment course and outcome, but also about whether the effects of routine psychotherapeutic treatment are comparable to those of the controlled, strictly manualized treatments of the SOPHO-NET study. Trial registration ClinicalTrials.gov identifier: NCT01388231. This study was funded by the German Federal Ministry of Education and Research (SOPHO-NET: BMBF 01GV0607; SOPHO-PRAX: BMBF 01GV1001). PMID:22647314

  20. Program Design and Curriculum Development for Police Training.

    ERIC Educational Resources Information Center

    Beilin, Lois A.

    The project described focuses on working towards improving the quality of curriculum, instruction and evaluation procedures in the New York City Police Department. The problems facing competency-based training programs are reviewed, as are the specific problems of the New York City program. Attempts to improve the present training procedure…

  1. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.

    PubMed

    Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D

    2013-01-01

    The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula. PMID:23709107

  2. The development of a competency-based group health teaching performance examination model for BSN graduates.

    PubMed

    Tai, Chun-Yi; Chung, Ue-Lin

    2008-12-01

    Under the current nursing education system in Taiwan, a fair and objective evaluation of group health teaching competency has been lacking for a long time. Therefore, the purpose of this study was to establish a competency-based group health teaching performance examination model for baccalaureate graduates. Action research was the main research methodology used in this study. The research consisted of two phases. In the first phase, a development committee was established. Based on routine discussions, literature reviews and realistic cases, a draft examination model with quasi-clinical situation model content and procedure was developed. Examination Facility Preparations, Simulated Scenarios and Client Recruitments, Examination Result Evaluation (evaluated by teachers) and Learning Guidelines were also prepared. This draft was reviewed twice for expert opinion, a pilot test was done and both the draft and pilot testing were reviewed again before the draft was finalized. The second phase involved refining the examination model by actually practicing the completed draft examination model in a simulated group-teaching setting in order to examine the model's reliability and validity. Fifteen people were involved in this experiment: three nursing personnel each having at least two years' clinical and teaching experience; three nursing students who did not have actual clinical experience and had not taken the course of teaching principles; three senior teachers; and six virtual patients. The responses from the nursing personnel, nursing students, teachers, and virtual patients who participated in the testing were gathered and integrated to refine the model. The model has content, expert and discriminative validity. The reliability of the model was proven by the high consistency in administration and scoring of the model by clinical examiners. This examination model is not only applicable for the proof of students' credit point exemption, but also as an alternative option for examining nursing personnel in traditional nursing education and practice. PMID:19061174

  3. Contradictions in the Practices of Training for and Assessment of Competency: A Case Study from the Maritime Domain

    ERIC Educational Resources Information Center

    Emad, Gholamreza; Roth, Wolff Michael

    2008-01-01

    Purpose: The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency-based education, training and assessment, and to theorize the failure to make the training useful. Design/methodology/approach: A case study of education and training in the international…

  4. Competency-based residency training and the web log: modeling practice-based learning and enhancing medical knowledge†

    PubMed Central

    Hollon, Matthew F.

    2015-01-01

    Background By using web-based tools in medical education, there are opportunities to innovatively teach important principles from the general competencies of graduate medical education. Objectives Postulating that faculty transparency in learning from uncertainties in clinical work could help residents to incorporate the principles of practice-based learning and improvement (PBLI) in their professional development, faculty in this community-based residency program modeled the steps of PBLI on a weekly basis through the use of a web log. Method The program confidentially surveyed residents before and after this project about actions consistent with PBLI and knowledge acquired through reading the web log. Results The frequency that residents encountered clinical situations where they felt uncertain declined over the course of the 24 weeks of the project from a mean frequency of uncertainty of 36% to 28% (Wilcoxon signed rank test, p=0.008); however, the frequency with which residents sought answers when faced with uncertainty did not change (Wilcoxon signed rank test, p=0.39), remaining high at approximately 80%. Residents answered a mean of 52% of knowledge questions correct when tested prior to faculty posts to the blog, rising to a mean of 65% of questions correct when tested at the end of the project (paired t-test, p=0.001). Conclusions Faculty role modeling of PBLI behaviors and posting clinical questions and answers to a web log led to modest improvements in medical knowledge but did not alter behavior that was already taking place frequently among residents. PMID:26653701

  5. Internationalisation of Vocational Education and Training: An Adapting Curve for Teachers and Learners

    ERIC Educational Resources Information Center

    Tran, Ly Thi

    2013-01-01

    Competency-based training and training packages are mandatory for Australian vocational education and training (VET). VET qualifications are designed to provide learners with skills, knowledge, and attributes required for Australian workplaces. Yet, toward the end of December 2011, there were 171,237 international student enrolments in the…

  6. Training in Cognitive Behavioral Therapy in Psychiatry Residency: An Overview for Educators

    ERIC Educational Resources Information Center

    Sudak, Donna M.

    2009-01-01

    In January 2001, Accreditation Council of Graduate Medical Education accredited general psychiatry training programs were charged with the requirement to train residents in cognitive-behavioral therapy (CBT) to a level of competence. Programs were given the responsibility to delineate standards for trainees, to determine measures of competence,…

  7. Cognitive-Behavior Therapy (CBT) for Panic Disorder: Relationship of Anxiety and Depression Comorbidity with Treatment Outcome

    E-print Network

    Allen, Laura B.; White, Kamila S.; Barlow, David H.; Shear, M. Katherine; Gorman, Jack M.; Woods, Scott W.

    2010-01-01

    Behavior Therapy (CBT) for Panic Disorder: Relationship of Anxiety and Depressiondepression and anxiety to treatment outcome in a large-scale, multi-site clinical trial for cognitive-behavior therapy (

  8. Training over the Intranet--A Shockwave Case Study.

    ERIC Educational Resources Information Center

    Snydar, Sean

    This case study explains how the Boeing Company has used the World Wide Web to deliver flight and maintenance computer-based training (CBT) that was originally created on a Macintosh computer and converted to Windows format. The case study begins with a brief discussion of the advantages of using corporate and institutional internal networks…

  9. Coached, Interactive Computer Simulations: A New Technology for Training.

    ERIC Educational Resources Information Center

    Hummel, Thomas J.

    This paper provides an overview of a prototype simulation-centered intelligent computer-based training (CBT) system--implemented using expert system technology--which provides: (1) an environment in which trainees can learn and practice complex skills; (2) a computer-based coach or mentor to critique performance, suggest improvements, and provide…

  10. Cognitive Behavioral Therapy for Adherence and Depression (CBT-AD) in Type 2 Diabetes

    PubMed Central

    Gonzalez, Jeffrey S.; McCarl, Lauren A.; Wexler D, Deborah D.; Cagliero, Enrico; Delahanty, Linda; Soper, Tiffany D.; Goldman, Valerie; Knauz, Robert; Safren, Steven A.

    2013-01-01

    Depression is one of the most common psychological problems among individuals diabetes, and it is associated with worse treatment adherence and clinical outcomes. As part of a program of treatment research aimed at integrating interventions for depression and treatment nonadherence, five depressed patients with suboptimally controlled type 2 diabetes were treated with 10-12 sessions of individual cognitive behavioral therapy for adherence and depression (CBT-AD) in a case-series design. The intervention was delivered in a hospital setting by a collaborative team consisting of a psychologist, a nurse educator, and a dietitian. Post-treatment, all participants demonstrated a decrease in depression severity and demonstrated improvements in diabetes self-care. Four of the five demonstrated improved glycemic control. These preliminary results provide evidence for the acceptability, feasibility, and potential utility of CBT-AD for patients with type 2 diabetes and depression. PMID:23667294

  11. Treating Anxiety Disorders in Inner City Schools: Results from a Pilot Randomized Controlled Trial Comparing CBT and Usual Care

    PubMed Central

    Becker, Kimberly D.; Drazdowski, Tess K.; Tein, Jenn-Yun

    2012-01-01

    Background The effectiveness of cognitive-behavioral treatment (CBT) in inner city schools, when delivered by novice CBT clinicians, and compared to usual care (UC), is unknown. Objective This pilot study addressed this issue by comparing a modular CBT for anxiety disorders to UC in a sample of 32 volunteer youth (mean age 10.28 years, 63% female, 84% African American) seen in school-based mental health programs. Methods Youth were randomly assigned to CBT (n = 17) or UC (n = 15); independent evaluators conducted diagnostic interviews with children and parents at pre- and post-intervention, and at a one-month follow-up. Results Based on intent-to-treat analyses, no differences were found in response rates between groups with 50 and 42% of the children in CBT, compared to 46 and 57% in UC no longer meeting criteria for an anxiety disorder at post-treatment and follow-up respectively. Similar improvements in global functioning were also found in both treatment groups. Baseline predictors of a positive treatment response included lower anxiety, fewer maladaptive thoughts, less exposure to urban hassles, and lower levels of parenting stress. Therapist use of more CBT session structure elements and greater competence in implementing these elements was also related to a positive treatment response. Conclusions Findings from this small pilot failed to show that CBT was superior to UC when delivered by school-based clinicians. Large scale comparative effectiveness trials are needed to determine whether CBT leads to superior clinical outcomes prior to dissemination. PMID:22701295

  12. Interactive, Computer-Based Training Program for Radiological Workers

    SciTech Connect

    Trinoskey, P.A.; Camacho, P.I.; Wells, L.

    2000-01-18

    Lawrence Livermore National Laboratory (LLNL) is redesigning its Computer-Based Training (CBT) program for radiological workers. The redesign represents a major effort to produce a single, highly interactive and flexible CBT program that will meet the training needs of a wide range of radiological workers--from researchers and x-ray operators to individuals working in tritium, uranium, plutonium, and accelerator facilities. The new CBT program addresses the broad diversity of backgrounds found at a national laboratory. When a training audience is homogeneous in terms of education level and type of work performed, it is difficult to duplicate the effectiveness of a flexible, technically competent instructor who can tailor a course to the express needs and concerns of a course's participants. Unfortunately, such homogeneity is rare. At LLNL, they have a diverse workforce engaged in a wide range of radiological activities, from the fairly common to the quite exotic. As a result, the Laboratory must offer a wide variety of radiological worker courses. These include a general contamination-control course in addition to radioactive-material-handling courses for both low-level laboratory (i.e., bench-top) activities as well as high-level work in tritium, uranium, and plutonium facilities. They also offer training courses for employees who work with radiation-generating devices--x-ray, accelerator, and E-beam operators, for instance. However, even with the number and variety of courses the Laboratory offers, they are constrained by the diversity of backgrounds (i.e., knowledge and experience) of those to be trained. Moreover, time constraints often preclude in-depth coverage of site- and/or task-specific details. In response to this situation, several years ago LLNL began moving toward computer-based training for radiological workers. Today, that CBT effort includes a general radiological safety course developed by the Department of Energy's Hanford facility and a contamination-control program developed by LLNL. A comprehensive study guide and a post-training practical exam supplement the CBT effort. The ''hands-on'' practical is particularly important in that it gives participants not only the opportunity to demonstrate what they've learned, but to ask questions about their individual work situations. The challenge is how to make the CBT program more facility- and task-specific while, at the same time, making the program more in tune with the education and/or experience levels of individual trainees. To that end, they have designed a CBT program, which they refer to as an ''onion''. That is, the course is layered, going from the general to the more and more specific.

  13. Development and Initial Validation of a Client-Rated MET-CBT Adherence Measure

    PubMed Central

    Ulaszek, Wendy R.; Lin, Hsiu-Ju; Frisman, Linda K.; Sampl, Susan; Godley, Susan Harrington; Steinberg-Gallucci, Karen L.; Kamon, Jody L.; O’Hagan-Lynch, Margaret

    2012-01-01

    Traditional mechanisms for rating adherence or fidelity are labor-intensive. We developed and validated a tool to rate adherence to Motivational Enhancement Therapy—Cognitive Behavioral Treatment (MET-CBT) through anonymous client surveys. The instrument was used to survey clients in 3 methadone programs over 2 waves. Explanatory and Confirmatory Factor Analyses were used to establish construct validity for both MET and CBT. Internal consistency based on Cronbach’s alpha was within adequate range (? > 0.70) for all but 2 of the subscales in one of the samples. Consensus between clients’ ratings (rwg(j) scores) were in the range of 0.6 and higher, indicating a moderate to strong degree of agreement among clients’ ratings of the same counselor. These results suggest that client surveys could be used to measure adherence to MET-CBT for quality monitoring that is more objective than counselor self-report and less resource-intensive than supervisor review of taped sessions. However, additional work is needed to develop this scale. PMID:22933842

  14. Combined MI + CBT for Depressive Symptoms and Binge Drinking Among Young Adults: Two Case Studies

    PubMed Central

    Pedrelli, Paola; Borsari, Brian; Palm, Kathleen M.; Dalton, Elizabeth; Fava, Maurizio

    2014-01-01

    There are high rates of comorbidity between heavy drinking and depressive symptoms among college students, often resulting in severe alcohol-related consequences. No empirically supported treatment exists that concurrently addresses both of these problems in this population. Research with college students has demonstrated that brief motivational interventions (BMIs) reduce heavy drinking and alcohol-related consequences, and that cognitive behavioral therapy for depression (CBT-D) is effective in reducing depressive symptoms. Thus, a program combining BMI and CBT-D appears ideal for college students with co-occurring binge drinking and depressive symptoms. This manuscript presents the rationale and format of a BMI + CBT-D treatment protocol for this population, and provides a case example of a female college student who received the protocol and experienced improvement in depressive symptoms, a reduction in alcohol use and alcohol-related negative consequences, and an increase in readiness to change alcohol consumption. We discuss theoretical and clinical implications of these findings, and suggest directions for future research. PMID:25170188

  15. Is there a seasonal bias in MBT-CBT temperature reconstructions? (Invited)

    NASA Astrophysics Data System (ADS)

    Weijers, J.; Bernhardt, B.; Peterse, F.; Werne, J. P.; Dungait, J. A.; Schouten, S.; Sinninghe Damste, J. S.

    2010-12-01

    Based on a global survey of bacterial derived branched glycerol dialkyl glycerol tetraether (GDGT) membrane lipids in soils, it has been found that the degree of methylation and the degree of cyclisation of branched tetraethers (MBT and CBT, respectively) correlates with annual mean air temperature (MAT) and soil pH. This relation is used in the MBT-CBT proxy to reconstruct past annual MAT based on the distribution of branched GDGTs in ancient sediments. Although in the global soil dataset the best correlation of this proxy is with annual MAT, it remains unknown whether a seasonal bias in reconstructed temperatures could occur, such as towards a season of ‘optimal growth’ of the, as yet, unknown soil bacteria which produce branched GDGTs. To investigate this possibility, eight different soil plots from mid-latitudes in the USA, The Netherlands and the UK have been sampled for one year at regular intervals and analyzed for their branched GDGT content. In addition, for two soils, branched GDGTs present as core lipids (the presumed fossil pool) and intact polar lipids (the presumed extant pool) were analyzed to see if the concentration and distribution of GDGTs in the two pools differ. The results are compared with annual MAT as well as with continuously measured in situ soil temperature to see whether or not seasonally changing temperatures are recorded by these membrane lipids and whether this could lead to a bias in temperatures reconstructed using the MBT-CBT proxy.

  16. Pedophilia: the problem with diagnosis and limitations of CBT in treatment.

    PubMed

    Studer, Lea H; Aylwin, A Scott

    2006-01-01

    This paper asserts two main points. First, there is little reason to include pedophilia among the mental disorders of the Diagnostic and Statistical Manual (DSM). The diagnostic criteria as specified in the DSM-IV-TR (2000) are both over-inclusive in that all acts of child molestation warrant diagnosis, and under-inclusive in that individuals who have not acted upon, and who are not distressed by their sexual interest in children do not meet diagnostic criteria. On both sides of this debate there are problems. A diagnosis of pedophilia seems to "medicalize" an illegal behavior, or "criminalize" fantasy; depending on the diagnostic criteria used, or the use made of the diagnosis. Secondly, the typical CBT-based relapse prevention treatment for pedophilia, which represents current best practice, is reviewed. It is suggested that this, as a stand alone therapy, is suboptimal. CBT components are necessary but not sufficient for comprehensive therapy. It is imperative that process issues are given primacy in treatment programs. The common factors literature makes it clear that the therapeutic relationship is at least as potent a factor promoting change as the system or techniques that clinicians employ. Diagnosis per se is not required for adequate treatment of these individuals. For the CBT components, some offence specific information is required but that is a far cry from true diagnosis. PMID:16766133

  17. Modified CBT using visualization for Autism Spectrum Disorder (ASD), anxiety and avoidance behavior - a quasi-experimental open pilot study.

    PubMed

    Ekman, Elizabeth; Hiltunen, Arto J

    2015-12-01

    In recent studies it has been suggested that Cognitive Behavior Therapy (CBT) is beneficial to people with Autism Spectrum Disorder (ASD) but that the method needs to be modified in relation to their cognitive profile. The aim of this study is to measure the effect of modified CBT, that is, using visualized language throughout the entire session for clients with ASD and anxiety and avoidance behavior. The modification of CBT in this study consists of focusing on CBT protocols for anxiety disorders and depression, while visualizing and systematizing "the invisible" in the conversation, in order for the clients to understand the social, cognitive and emotional context of self and others and how they should interact to avoid misunderstandings. ASD clients may need help to detect the invisible code of social interaction and communication. The level of anxiety and the frequency of target behavior were measured. Four assessments were made, two at the pre-assessment, and one in mid-therapy and end of therapy respectively. Generally, results suggest no improvement during pre-treatment period but a significant improvement during treatment. The values of the clients' psychological, social and occupational ability to function improved on the Global Function Rating scale. The preliminary conclusion of this pilot study indicates that the use of visualized language throughout the CBT therapy sessions is a promising modification of current CBT protocols for individuals with ASD. After manualization, larger studies with randomized controlled study designs can replicate or challenge these results. PMID:26565732

  18. The Dietary Effects of Fermented Chlorella vulgaris (CBT®) on Production Performance, Liver Lipids and Intestinal Microflora in Laying Hens

    PubMed Central

    Zheng, L.; Oh, S. T.; Jeon, J. Y.; Moon, B. H.; Kwon, H. S.; Lim, S. U.; An, B. K.; Kang, C. W.

    2012-01-01

    Fermented Chlorella vulgaris CBT® was evaluated for its effects on egg production, egg quality, liver lipids and intestinal microflora in laying hens. One hundred and eight Hy-line Brown layers (n = 108), 80 wk of age, were fed a basal diet supplemented with CBT® at the level of 0, 1,000 or 2,000 mg/kg, respectively for 42 d. Egg production was measured daily and egg quality was measured every two weeks. Five eggs from each replicate were collected randomly to determine egg quality. Egg production increased linearly with increasing levels of CBT® supplementation (p<0.05), although there was no significant effect of treatment on feed intake. Egg yolk color (p<0.001) and Haugh unit (p<0.01) improved linearly with increasing dietary CBT®. Hepatic triacylglycerol level was linearly decreased with increasing dietary CBT® (p<0.05). The supplemental CBT® resulted in linear (p<0.001) and quadratic (p<0.01) response in population of cecal lactic acid bacteria. In conclusion, fermented Chlorella vulgaris supplemented to laying hen diets improved egg production, egg yolk color, Haugh unit and positively affected the contents of hepatic triacylglycerol and the profiles of cecal microflora. PMID:25049560

  19. Modified CBT using visualization for Autism Spectrum Disorder (ASD), anxiety and avoidance behavior – a quasi-experimental open pilot study

    PubMed Central

    Ekman, Elizabeth; Hiltunen, Arto J

    2015-01-01

    In recent studies it has been suggested that Cognitive Behavior Therapy (CBT) is beneficial to people with Autism Spectrum Disorder (ASD) but that the method needs to be modified in relation to their cognitive profile. The aim of this study is to measure the effect of modified CBT, that is, using visualized language throughout the entire session for clients with ASD and anxiety and avoidance behavior. The modification of CBT in this study consists of focusing on CBT protocols for anxiety disorders and depression, while visualizing and systematizing “the invisible” in the conversation, in order for the clients to understand the social, cognitive and emotional context of self and others and how they should interact to avoid misunderstandings. ASD clients may need help to detect the invisible code of social interaction and communication. The level of anxiety and the frequency of target behavior were measured. Four assessments were made, two at the pre-assessment, and one in mid-therapy and end of therapy respectively. Generally, results suggest no improvement during pre-treatment period but a significant improvement during treatment. The values of the clients’ psychological, social and occupational ability to function improved on the Global Function Rating scale. The preliminary conclusion of this pilot study indicates that the use of visualized language throughout the CBT therapy sessions is a promising modification of current CBT protocols for individuals with ASD. After manualization, larger studies with randomized controlled study designs can replicate or challenge these results. PMID:26565732

  20. Development of a Competency-Based Curriculum for Upgrading Water Treatment Technicians. Final Report.

    ERIC Educational Resources Information Center

    Ross-Harrington, Melinda

    The major purpose of a project has been to develop an instructional program for training water treatment technicians through the cooperative efforts of industry, the regulatory agency (West Virginia State Department of Health), and vocational education. After the appropriate job competencies were identified, a program was developed combining a…

  1. Competency-Based Common-Core Curriculum for Emergency Medical Technician Education.

    ERIC Educational Resources Information Center

    Arizona State Board of Directors for Community Colleges, Phoenix.

    This curriculum guide contains a listing of all common-core competencies that should be taught in Arizona community colleges in order to prepare students to meet the requirements of basic and refresher emergency medical technician training. Identified through a statewide project, the competencies cover the following topics: introduction to…

  2. Le francais fonde sur la competence, Novice (Competency Based French, Novice).

    ERIC Educational Resources Information Center

    Dimanche, Maurice

    This instructional guide in French is intended for training Peace Corps volunteers serving in the Central African Republic. The guide includes 21 topical lessons at the introductory level, each consisting of briefly stated competency objectives and a number of brief, related situational dialogues. Lesson topics include: greetings; introducing…

  3. Large Scale Cooling in Tertiary Central Europe as inferred by the MBT/CBT Paleothermometer

    NASA Astrophysics Data System (ADS)

    Bauersachs, T.; Schouten, S.; Schwark, L.

    2011-12-01

    Earth's climate experienced dramatic changes throughout the last 65 Ma. Starting at the Paleocene/Eocene thermal maximum, the global climate underwent a gradual cooling that eventually resulted in the glaciations in the Neogene. Most reconstructions of climate variability are derived from the marine realm using global deep sea oxygen isotope curves or molecular paleotemperature proxies. In contrast, only little information on the changes of the continental climate is available, which is mainly due to a lack of continuous high resolution records and suitable quantitative temperature proxies. The MBT/CBT paleothermometer is a novel temperature proxy based on temperature-driven changes in the branched glycerol dialkyl glycerol tetraether (GDGT) content of soil-living bacteria. These changes have been demonstrated to correlate well with ambient air temperature and the MBT/CBT proxy has thus been used to reconstruct paleotemperature records of terrestrial as well as coastal marine sediments (1). In this study, we employed the MBT/CBT paleothermometer on a number of maar lake deposits that - due to their exceptional well preserved organic matter content and finely-laminated sediments - comprise excellent archives of a continental climate. The analysed lacustrine deposits were all situated in the middle European Tertiary volcanic belt and ranged in age from the Early Eocene to the Late Oligocene, allowing for the detailed reconstruction of climate evolution of the Central European continent. Calculated mean annual air temperatures (MAAT) of the Messel oil shale, deposited during the Eocene climate optimum, averaged at 25 °C. This agrees well with previous temperature estimates based on paleontological observations, suggesting a paratropical climate in Eocene Central Europe with an average air temperature of ca. 25-30 °C (2). In contrast, to the green house period of the Early Eocene, the climate of the Oligocene was significantly cooler reflected by low MAAT of 8-15 °C in the lacustrine deposit of Lake Enspel (Westerwald, Germany). These MBT/CBT-derived air temperatures are similar to those previously reconstructed using floral elements of the Enspel deposit (3). Our results thus suggest that the paleotemperature trends of the Central European continent, based on the distribution of branched GDGTs in Tertiary lacustrine deposits, resemble those previously obtained from the marine realm and that the MBT/CBT proxy might be a valuable tool for reconstructing terrestrial paleoclimate records. References (1) Donders et al. (2007) EPSL 281, 215-225 (2) Wilde (1989) Cour. Forsch. Senk 115, 1-213 (3) Herrmann (2007) PhD Thesis, Tübingen University

  4. A national survey of health service infrastructure and policy impacts on access to computerised CBT in Scotland

    PubMed Central

    2012-01-01

    Background NICE recommends computerised cognitive behavioural therapy (cCBT) for the treatment of several mental health problems such as anxiety and depression. cCBT may be one way that services can reduce waiting lists and improve capacity and efficiency. However, there is some doubt about the extent to which the National Health Service (NHS) in the UK is embracing this new health technology in practice. This study aimed to investigate Scottish health service infrastructure and policies that promote or impede the implementation of cCBT in the NHS. Methods A telephone survey of lead IT staff at all health board areas across Scotland to systematically enquire about the ability of local IT infrastructure and IT policies to support delivery of cCBT. Results Overall, most of the health boards possess the required software to use cCBT programmes. However, the majority of NHS health boards reported that they lack dedicated computers for patient use, hence access to cCBT at NHS sites is limited. Additionally, local policy in the majority of boards prevent staff from routinely contacting patients via email, skype or instant messenger, making the delivery of short, efficient support sessions difficult. Conclusions Conclusions: Overall most of the infrastructure is in place but is not utilised in ways that allow effective delivery. For cCBT to be successfully delivered within a guided support model, as recommended by national guidelines, dedicated patient computers should be provided to allow access to online interventions. Additionally, policy should allow staff to support patients in convenient ways such as via email or live chat. These measures would increase the likelihood of achieving Scottish health service targets to reduce waiting time for psychological therapies to 18 weeks. PMID:22958309

  5. Oral Rehydration Therapy and the Control of Diarrheal Diseases. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-34.

    ERIC Educational Resources Information Center

    Clark, Mari; And Others

    This manual was developed to train Peace Corps volunteers and other community health workers in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains six training modules (organized in 22 sessions) that focus on interrelated health education and technical content areas. Each…

  6. Rational-emotive and cognitive-behavior therapy (REBT/CBT) versus pharmacotherapy versus REBT/CBT plus pharmacotherapy in the treatment of major depressive disorder in youth; a randomized clinical trial.

    PubMed

    Iftene, Felicia; Predescu, Elena; Stefan, Simona; David, Daniel

    2015-02-28

    Major depressive disorder is a highly prevalent and debilitating condition in youth, so developing efficient treatments is a priority for mental health professionals. Psychotherapy (i.e., cognitive behavioral therapy/CBT), pharmacotherapy (i.e., SSRI medication), and their combination have been shown to be effective in treating youth depression; however, the results are still mixed and there are few studies engaging multi-level analyses (i.e., subjective, cognitive, and biological). Therefore, the aims of this randomized control study (RCT) were both theoretical - integrating psychological and biological markers of depression in a multi-level outcome analysis - and practical - testing the generalizability of previous results on depressed Romanian youth population. Eighty-eight (N=88) depressed Romanian youths were randomly allocated to one of the three treatment arms: group Rational Emotive Behavior Therapy (REBT)/CBT (i.e., a form of CBT), pharmacotherapy (i.e., sertraline), and group REBT/CBT plus pharmacotherapy. The results showed that all outcomes (i.e., subjective, cognitive, and biological) significantly change from pre to post-treatment under all treatment conditions at a similar rate and there were no significant differences among conditions at post-test. In case of categorical analysis of the clinical response rate, we found a non-significant trend favoring group REBT/CBT therapy. Results of analyses concerning outcome interrelations are discussed. PMID:25500320

  7. A competency-based approach to preparing staff as recreation and youth development leaders.

    PubMed

    Barcelona, Robert J; Hurd, Amy R; Bruggeman, Jennifer A

    2011-01-01

    Youth development professionals and parks and recreation professionals often are charged with providing services to youth. However, the approach of each can be quite different as recreation is a primary focus for recreation professionals and part of many services offered by youth development specialists. Despite the differences, these two groups of professionals can learn a great deal from each other. This article examines youth development and staff training with examples from the field and suggests how youth development professionals can learn from recreation professionals and vice versa. It suggests that parks and recreation professionals can strengthen degree programs, accreditation, certification, and continuing education by incorporating specific youth development competencies established by the National Collaboration for Youth. For their part, youth development professionals can learn from parks and recreation professionals how to enhance recreation programming as part of their services by gaining an understanding of program design, program and activity leadership, and administrative practices. With much debate over whether more education or more experience is a better path for those working with youth, the authors suggest that a combination of both will adhere to the quality of staff. Staff gain further knowledge and skill from academic preparation at the undergraduate and graduate levels, field-based training through jobs and internships, and continuing education courses specializing in youth development competencies and recreation-based competencies set within a youth development environment. PMID:21786414

  8. Transdiagnostic versus Diagnosis-Specific CBT for Anxiety Disorders: A Preliminary Randomized Controlled Non-inferiority Trial

    PubMed Central

    Norton, Peter J.; Barrera, Terri L.

    2012-01-01

    BACKGROUND Transdiagnostic cognitive-behavioral treatments for anxiety disorders have been gaining increased attention and empirical study in recent years. Despite this, research on transdiagnostic anxiety treatments has, to date, relied on open trials, or comparisons to waitlist conditions, published benchmarks, or relaxation-based interventions. METHODS The current study was a randomized clinical trial examining the efficacy of a 12-week transdiagnostic cognitive-behavioral group treatment in comparison to 12-week diagnosis-specific group CBT protocols for panic disorder, social anxiety disorder and generalized anxiety disorder. RESULTS Results from 46 treatment initiators suggested significant improvement during treatment, strong evidence for treatment equivalence across transdiagnostic and diagnosis-specific CBT conditions, and no differences in treatment credibility. CONCLUSIONS This study provides evidence supporting the efficacy of transdiagnostic CBT by comparison to current gold-standard diagnosis-specific CBT for social anxiety disorder, generalized anxiety disorder, and panic disorder. Transdiagnostic group CBT has the benefit of potentially easing dissemination and increasing access to evidence based treatments for anxiety without sacrificing efficacy. PMID:22767410

  9. Sleep-Related Safety Behaviors and Dysfunctional Beliefs Mediate the Efficacy of Online CBT for Insomnia: A Randomized Controlled Trial.

    PubMed

    Lancee, Jaap; Eisma, Maarten C; van Straten, Annemieke; Kamphuis, Jan H

    2015-01-01

    Several trials have demonstrated the efficacy of online cognitive behavioral therapy (CBT) for insomnia. However, few studies have examined putative mechanisms of change based on the cognitive model of insomnia. Identification of modifiable mechanisms by which the treatment works may guide efforts to further improve the efficacy of insomnia treatment. The current study therefore has two aims: (1) to replicate the finding that online CBT is effective for insomnia and (2) to test putative mechanism of change (i.e., safety behaviors and dysfunctional beliefs). Accordingly, we conducted a randomized controlled trial in which individuals with insomnia were randomized to either online CBT for insomnia (n = 36) or a waiting-list control group (n = 27). Baseline and posttest assessments included questionnaires assessing insomnia severity, safety behaviors, dysfunctional beliefs, anxiety and depression, and a sleep diary. Three- and six-month assessments were administered to the CBT group only. Results show moderate to large statistically significant effects of the online treatment compared to the waiting list on insomnia severity, sleep measures, sleep safety behaviors, and dysfunctional beliefs. Furthermore, dysfunctional beliefs and safety behaviors mediated the effects of treatment on insomnia severity and sleep efficiency. Together, these findings corroborate the efficacy of online CBT for insomnia, and suggest that these effects were produced by changing maladaptive beliefs, as well as safety behaviors. Treatment protocols for insomnia may specifically be enhanced by more focused attention on the comprehensive fading of sleep safety behaviors, for instance through behavioral experiments. PMID:26012890

  10. Response rates for CBT for anxiety disorders: Need for standardized criteria.

    PubMed

    Loerinc, Amanda G; Meuret, Alicia E; Twohig, Michael P; Rosenfield, David; Bluett, Ellen J; Craske, Michelle G

    2015-12-01

    Full appreciation of the effectiveness of cognitive behavioral therapy (CBT) requires both effect size data and individual rates of positive response. Response rates are particularly helpful for clinicians when choosing among treatment options. However, systematic reviews on cross-study response rates have not been conducted, possibly due to the absence of a standardized metric for calculating response rates. We conducted a systematic review of the treatment outcome literature to determine overall response rates to CBT for anxiety disorders and whether current methods of defining treatment response influence overall response rates. Our database search (2000-2014) resulted in 87 studies that reported response rates and included at least one CBT condition. Results showed that overall treatment response rates across anxiety disorders averaged 49.5% at post-treatment and 53.6% at follow-up. Response rates varied significantly as a function of the properties used to define them. Measures that incorporated more than one criterion, the combination of a reliable change index with a clinical cutoff (a clinically significant change), and intent-to-treat samples yielded lower response rates at post-treatment. Blinded independent assessors yielded higher response rates than unblinded assessors. Based on previous empirical and theoretical work, we recommend that future studies use a clinically significant change index, in an intent-to-treat analysis (using a mixed-model approach), reflecting multiple modalities, and assessed by independent blinded assessors. Our results indicate that such measures are likely to reduce response rates, but may result in a less biased and more accurate representation of improvement and achievement of normative functioning. PMID:26319194

  11. Eight years later: outcomes of CBT-treated versus untreated anxious children

    PubMed Central

    Adler Nevo, Gili W; Avery, David; Fiksenbaum, Lisa; Kiss, Alex; Mendlowitz, Sandra; Monga, Suneeta; Manassis, Katharina

    2014-01-01

    Background Anxiety disorders are the most common psychiatric disorders of childhood, generate significant distress, are considered precursors to diverse psychiatric disorders, and lead to poor social and employment outcomes in adulthood. Although childhood anxiety has a significant impact on a child's developmental trajectory, only a handful of studies examined the long-term impact of treatment and none included a control group. The aim of this study was to conduct a long-term follow-up (LTFU) of anxious children who were treated with Cognitive–Behavioral Therapy (CBT) compared to a matched group of children who were not. Methods Subjects comprised 120 children: a treatment group which included the first 60 consecutive consenting children who were diagnosed with an anxiety disorder and treated with CBT between the years 1997 and 2003 and a control group, 60 matched children who were assessed but not treated with CBT. An “ex-post-facto” design was used to compare the two groups. Results Children showed lower rates of anxiety diagnosis (about 50% for both groups) and significantly improved functioning at LTFU (time effect P < 0.0001; no group difference). Anxiety levels were significantly lower in the nontreatment group at LTFU as compared to initial assessment (P = 0.02), but not in the treatment group, and a significant between-group difference was found (P = 0.01) according to child. An inverse relationship was found between self-efficacy/self-esteem and anxiety outcome ([P = 0.0008] and [P = 0.04], respectively). Conclusions This study supports the assumption that childhood anxiety disorders may improve without treatment and highlights self-efficacy/self-esteem as potential factors in recovery. PMID:25328851

  12. An evaluation on management of carotid body tumour (CBT). A twelve years experience*

    PubMed Central

    BOSCARINO, G.; PARENTE, E.; MINELLI, F.; FERRANTE, A.; SNIDER, F.

    2014-01-01

    Summary Objectives Carotid Body Tumor (CBT) is a rare lesion of the neuroendocrine system but it is the most common form of head and neck paraganglioma (PGL). Our objective is to discuss the optimal management of these lesions to provide the best outcome of patients treated by surgical resection. Patients and Methods A retrospective evaluation was obtained by review of the records of 20 patients with 26 CBT treated at our institution between 2000 and 2012. Primary tumor characteristics, diagnostic protocols, surgical treatment, short and long-term outcomes were collected and analyzed. Results A total of 26 CBTs resections were performed on 20 patients; the age range was 21–89 years. There was a female prevalence (14 women-80% and 6 men-20%). Familial cases occurred in 6 patients (30%); of these, 3 patients had bilateral lesions and 1 patient multiple paragangliomas. In all cases no lymph node metastasis was found. All lesions were grouped into three groups according to the latero-lateral diameter: Group I < 3 cm; Group II 3<>5cm; Group III >5cm. All patients were managed by surgical resection of the CBT. There were no operative deaths. Overall we found transitory neurological impairment in 15,3% and permanent neurological deficit in 7,6% of cases. No complications occurred in all resections of Group I tumors. In Group II only 1 resection was followed by dysphonia by recurrent nerve palsy (after vagal nerve en-bloc resection). In Group III only 1 resection was followed by permanent vagus nerve palsy. Conclusions Surgical removal of the tumor is the only treatment that can ensure a complete eradication of the disease. Family screening is of great importance in patients with hereditary forms. Careful preoperative planning of surgical procedure by integrated diagnostic imaging and a full mastery of the surgical technique can minimize the risk of the most common postoperative complications. Lifelong follow-up is mandatory to make early diagnosis of recurrent disease. PMID:24690341

  13. Absence of seasonal patterns in MBT-CBT indices in mid-latitude soils

    NASA Astrophysics Data System (ADS)

    Weijers, Johan W. H.; Bernhardt, Beth; Peterse, Francien; Werne, Josef P.; Dungait, Jennifer A. J.; Schouten, Stefan; Sinninghe Damsté, Jaap S.

    2011-06-01

    The degree of methylation and cyclization of bacteria-derived branched glycerol dialkyl glycerol tetraether (GDGT) membrane lipids in soils depends on temperature and soil pH. Expressed in the methylation index of branched tetraethers (MBT) and cyclization ratio of branched tetraethers (CBT), these relationships are used to reconstruct past annual mean air temperature (MAT) based on the distribution of branched GDGTs in ancient sediments; the MBT-CBT proxy. Although it was shown that the best correlation of this proxy is with annual MAT, it remains unknown whether a seasonal bias in temperature reconstructions could occur, such as towards a seasonal period of 'optimal growth' of the, as yet, unidentified soil bacteria which produce branched GDGTs. To investigate this possibility, soils were sampled from eight different plots in the USA (Minnesota and Ohio), The Netherlands (Texel) and the UK (Devon) in time series over 1 year and analyzed for their branched GDGT content. Further analyses of the branched GDGTs present as core lipids (CLs; the presumed fossil pool) and intact polar lipids (IPLs; the presumed extant pool) were undertaken for two of the investigated soil plots. The amount of IPL-derived branched GDGTs is low relative to the branched GDGT CLs, i.e. only 6-9% of the total branched GDGT pool. In all soils, no clear change was apparent in the distribution of branched GDGT lipids (either core or IPL-derived) with seasonal temperature change; the MBT-CBT temperature proxy gave similar temperature estimates year-round, which generally matched the mean annual soil temperature. In addition to a lack of coherent changes in relative distributions, concentrations of the branched GDGTs did not show clear changes over the seasons. For IPL-derived GDGTs these results suggest that their turnover time in soils is in the order of 1 year or more. Thus, our study does not provide evidence for seasonal effects on the distribution of branched GDGTs in soils, at least at mid-latitudes, and therefore, no direct evidence for a bias of MBT-CBT reconstructed temperatures towards a certain season of optimal growth of the source bacteria. If, however, there is a slight seasonal preference of branched GDGT production, which can easily be obscured by natural variability due to the heterogeneity of soils, then a seasonal bias may potentially still develop over time due to the long turnover time of branched GDGTs.

  14. A competency based educational programme for research nurses: an Italian experience

    PubMed Central

    Liptrott, S; Orlando, L; Clerici, M; Cocquio, A; Martinelli, G

    2009-01-01

    Background: the EU Directive states the requirement of staff working in trials to be qualified by education, training and experience [14]. This includes the research nurse; however, in the transition from ward nurse to research nurse, new and highly developed skills and knowledge are required in order to work effectively. Methods: an educational programme was developed, which included a review of current knowledge and baseline practice, development of competencies related to the role of research nurse, haemato-oncology and clinical trial education to support this advanced practice for nurses in clinical trials. Results: overall, the feedback on the course by the nurses was very positive, and the nurses were able to undertake the role of research nurse within specified clinical trials. PMID:22276001

  15. Predicting the outcome of a cognitive-behavioral group training for patients with unexplained physical symptoms: a one-year follow-up study

    PubMed Central

    2012-01-01

    Background Although Cognitive-Behavioral Therapy (CBT) is effective for Unexplained Physical Symptoms (UPS), some therapists in clinical practice seem to believe that CBT outcome will diminish if psychiatric comorbidity is present. The result is that patients with a psychiatric comorbidity are redirected from treatment for UPS into treatment for mental health problems. To explore whether this selection and allocation are appropriate, we explored whether CBT outcomes in UPS could be predicted by variables assessed at baseline and used in routine-practice assessments. Methods Patients (n=162) with UPS classified as undifferentiated somatoform disorder or chronic pain disorder were followed up until one year after they had attended a CBT group training. The time-points of the follow-up were at the end of CBT (immediate outcome), three months after CBT (short-term outcome), and one year after CBT (long-term outcome). CBT outcome was measured using the Physical Component Summary of the SF-36, which was the primary outcome measure in the randomized controlled trial that studied effectiveness of the CBT group training. Predictors were: 1.) psychological symptoms (global severity score of SCL-90), 2.) personality-disorder characteristics (sum of DSM-IV axis II criteria confirmed), 3.) psychiatric history (past presence of DSM-IV axis I disorders), and 4.) health-related quality of life in the mental domain (mental component summary of SF-36). The effect of this predictor set was explored using hierarchical multiple regression analyses into which these predictors had been entered simultaneously, after control for: a.) pretreatment primary outcome scores, b.) age, c.) gender, d.) marital status, and e.) employment. Results The predictor set was significant only for short-term CBT outcome, where it explained 15% of the variance. A better outcome was predicted by more psychological symptoms, fewer personality-disorder characteristics, the presence of a psychiatric history, and a better quality of life in the mental domain. Conclusions As the predictors do not seem to predict CBT outcome consistently over time, the need for selection and allocation of patients for CBT is doubtful. It seems that this would unnecessarily deprive patients of effective treatment. Trial registration Nederlands Trial Register, NTR1609 PMID:23039913

  16. An Internal Evaluation of a Field-Based Training Component for School Administrators.

    ERIC Educational Resources Information Center

    Licata, Joseph W.

    Project ROME-FOCUS (Field-Oriented Competency Utilization System), a competency-based, field-oriented, training program for school administrators was field tested at Valdosta State College, Valdosta, Georgia, January - May, 1976. An internal evaluation conducted by the instructional staff suggested that principals preferred ROME-FOCUS training to…

  17. Guide for the Training and Qualification of Welding Personnel. Level III - Expert Welders.

    ERIC Educational Resources Information Center

    American Welding Society, Miami, FL.

    This guide is designed to help education and training facilities develop and administer competency-based training programs to qualify and certify trainees in accordance with American Welding Society (AWS) requirements for level III (expert) welders. Presented first are the scope/objectives/requirements of the AWS qualification/certification…

  18. Guide for the Training and Qualification of Welding Personnel. Level II - Advanced Welders.

    ERIC Educational Resources Information Center

    American Welding Society, Miami, FL.

    This guide is designed to help education and training facilities develop and administer competency-based training programs to qualify and certify trainees in accordance with the American Welding Society (AWS) requirements for level II (advanced) welders. Presented first are the scope, objectives, and requirements of the AWS…

  19. 75 FR 11561 - Solicitation for a Cooperative Agreement-Training for Executive Excellence: Leadership Style and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-11

    ...Instrumentation Curriculum Development AGENCY: National Institute...applications for the development of a competency based...partnerships in the external environment. DATES: Applications...web- based training environment (e.g. WebEx) or...foundation for the development of the training...

  20. Assessment of Multiple Physician Competencies in Postgraduate Training: Utility of the Structured Oral Examination

    ERIC Educational Resources Information Center

    Jefferies, Ann; Simmons, Brian; Ng, Eugene; Skidmore, Martin

    2011-01-01

    Competency based medical education involves assessing physicians-in-training in multiple roles. Training programs are challenged by the need to introduce appropriate yet feasible assessment methods. We therefore examined the utility of a structured oral examination (SOE) in the assessment of the 7 CanMEDS roles (Medical Expert, Communicator,…

  1. New Perspectives on Skill, Learning and Training: A Viewpoint.

    ERIC Educational Resources Information Center

    O'Donnell, David; Garavan, Thomas N.

    1997-01-01

    A germ cell model of development based on a cognitive view of learning is used to propose that the cognitive skills needed in today's workplace necessitate reconceptualizing skill acquisition, learning, and training. The model is contrasted with the limitations of competency-based, behaviorist approaches. (SK)

  2. Vocational Education and Training in Denmark. Short Description

    ERIC Educational Resources Information Center

    Cedefop - European Centre for the Development of Vocational Training, 2012

    2012-01-01

    Vocational education and training in Denmark has embarked on a process of modernisation aiming at, primarily, increasing flexibility, and individualisation, quality and efficiency. Assessment and recognition of informal and non-formal learning, competence-based curricula, innovative approaches to teaching, and increased possibilities for partial…

  3. Cognitive behavioural therapy (CBT) for anxiety in people with dementia: study protocol for a randomised controlled trial

    PubMed Central

    2012-01-01

    Background Many people with dementia experience anxiety, which can lead to decreased independence, relationship difficulties and increased admittance to care homes. Anxiety is often treated with antipsychotic medication, which has limited efficacy and serious side effects. Cognitive behavioural therapy (CBT) is widely used to treat anxiety in a range of populations, yet no RCTs on CBT for anxiety in dementia exist. This study aims to develop a CBT for anxiety in dementia manual and to determine its feasibility in a pilot RCT. Methods/design Phase I involves the development of a CBT for anxiety in dementia manual, through a process of (1) focus groups, (2) comprehensive literature reviews, (3) expert consultation, (4) a consensus conference and (5) field testing. Phase II involves the evaluation of the manual with 50 participants with mild to moderate dementia and anxiety (and their carers) in a pilot, two-armed RCT. Participants will receive either ten sessions of CBT or treatment as usual. Primary outcome measures are anxiety and costs. Secondary outcome measures are participant quality of life, behavioural disturbance, cognition, depression, mood and perceived relationship with the carer, and carer mood and perceived relationship with the person with dementia. Measures will be administered at baseline, 15 weeks and 6 months. Approximately 12 qualitative interviews will be used to gather service-users' perspectives on the intervention. Discussion This study aims to determine the feasibility of CBT for people with anxiety and dementia and provide data on the effect size of the intervention in order to conduct a power analysis for a definitive RCT. The manual will be revised according to qualitative and quantitative findings. Its publication will enable its availability throughout the NHS and beyond. Trial registration ISRCTN64806852 PMID:23092336

  4. Treatment of music performance anxiety via psychological approaches: a review of selected CBT and psychodynamic literature.

    PubMed

    Nagel, Julie J

    2010-12-01

    Performance anxiety, or stage fright, is anxiety aroused about potential mishaps in performance that expose feared inadequacies before an audience and which evoke feelings of embarrassment and humilation. For affected musicians, performance anxiety can be emotionally devastating, as their career choice in music may be terminated or severely compromised. This paper focuses on the cognitive and psychodynamic literature about music performance anxiety, with the emphasis that for treatment "one size does not fit all." It reviews the factors underlying performance anxiety and those factors which can exacerbate the condition in musicians. The two major clinical treatment modalities within contemporary psychology, cognitive behavior therapy (CBT) and psychodynamic treatments, are reviewed. While there are more empirical studies of CBT in various populations in the literature, until recently there was an indifference to empirical research by psychodynamic investigators. However, meta-analyses show strong efficacy for psychodynamic psychotherapy (in various disorders, not specifically music performance anxiety), but also that the benefits of psychodynamic psychotherapy may endure longer and increase with time. PMID:21170476

  5. The feasibility of improving CBT for childhood anxiety disorders through a dismantling study.

    PubMed

    Whiteside, Stephen P H; Ale, Chelsea M; Young, Brennan; Dammann, Julie E; Tiede, Michael S; Biggs, Bridget K

    2015-10-01

    This preliminary randomized controlled trial (RCT) examines the feasibility of dismantling cognitive behavioral therapy (CBT) for childhood anxiety disorders. Fourteen children (10 girls) ages 7 to 14 (m = 10.2) with social phobia, generalized anxiety disorder, separation anxiety disorder, or panic disorder were randomized to receive 6 sessions of either a) the pre-exposure anxiety management strategies presented in traditional CBT, or b) parent-coached exposure therapy. The sample was selected from a treatment seeking population and is representative of children in clinical settings. Examination of fidelity ratings, dropouts, and satisfaction ratings indicated that the interventions were distinguishable, safe, and tolerable. The overall sample improved significantly with pre-post effect sizes generally in the large range for both conditions. Between-group effect sizes indicating greater improvement with parent-coached exposure therapy were moderate or large for ten of 12 variables (i.e., 0.53 to 1.52). Re-evaluation after three months of open treatment suggested that the intervention emphasizing exposure early maintained its superiority while requiring fewer appointments. PMID:26275761

  6. Impact of a CBT psychotherapy group on post-operative bariatric patients.

    PubMed

    Beaulac, Julie; Sandre, Daniella

    2015-01-01

    Psychological difficulties for patients seeking bariatric surgery are greater and in the post-operative phase, a significant minority go on to experience significant psychosocial difficulties, increasing their risk of poorer post-operative adjustment and associated weight regain. 17 post-operative patients participated in an eight-week cognitive behavioral therapy (CBT) based psychotherapy group at the Ottawa Hospital. A pre-post design with a 3-month follow-up investigated the impact of the group on emotional eating, general as well as obesity-specific adjustment, psychological distress, and attachment. There were significant and meaningful improvements in patients' level of psychological distress, perceived difficulties in their lives, and weight-related adjustment that were maintained at a 3-month follow-up period. Although statistical change was not significant, there were also meaningful improvements in emotional overeating and relationship anxiety and avoidance. The intervention also appeared to be acceptable to patients in that attendance and satisfaction were good. Findings suggest that a short-term CBT psychotherapy group led to significant and meaningful benefits in psychological wellbeing for post-surgical bariatric patients. PMID:26682117

  7. Relationships among emotion regulation and symptoms during trauma-focused CBT for school-aged children.

    PubMed

    Thornback, Kristin; Muller, Robert T

    2015-12-01

    This study examined improvement in emotion regulation throughout Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT) and the degree to which improvement in emotion regulation predicted improvement in symptoms. Traumatized children, 7-12 years (69.9% female), received TF-CBT. Data from 4 time periods were used: pre-assessment (n=107), pre-treatment (n=78), post-treatment (n=58), and 6-month follow-up (n=44). Questionnaires measured emotion regulation in the form of inhibition and dysregulation (Children's Emotion Management Scales) and lability/negativity and emotion regulation skill (Emotion Regulation Checklist), as well as child-reported (Trauma Symptom Checklist for Children) and parent-reported (Trauma Symptom Checklist for Young Children) posttraumatic stress, and internalizing and externalizing problems (Child Behaviuor Checklist). To the extent that children's dysregulation and lability/negativity improved, their parents reported fewer symptoms following therapy. Improvements in inhibition best predicted improvements in child-reported posttraumatic stress (PTS) during clinical services, but change in dysregulation and lability/negativity best predicted improvement in child-reported PTS symptoms at 6-month follow-up. Moreover, statistically significant improvements of small effect size were found following therapy, for inhibition, dysregulation, and lability/negativity, but not emotion regulation skill. These findings suggest that emotion regulation is a worthy target of intervention and that improvements in emotion regulation can be made. Suggestions for future research are discussed. PMID:26470906

  8. Revised calibration of the MBT-CBT paleotemperature proxy based on branched tetraether membrane lipids in surface soils

    NASA Astrophysics Data System (ADS)

    Peterse, Francien; van der Meer, Jaap; Schouten, Stefan; Weijers, Johan W. H.; Fierer, Noah; Jackson, Robert B.; Kim, Jung-Hyun; Sinninghe Damsté, Jaap S.

    2012-11-01

    The MBT-CBT proxy for the reconstruction of paleotemperatures and past soil pH is based on the distribution of branched glycerol dialkyl glycerol tetraether (brGDGT) membrane lipids. The Methylation of Branched Tetraether (MBT) and the Cyclisation of Branched Tetraether (CBT) indices were developed to quantify these distributions, and significant empirical relations between these indices and annual mean air temperature (MAT) and/or soil pH were found in a large data set of soils. In this study, we extended this soil dataset to 278 globally distributed surface soils. Of these soils, 26% contains all nine brGDGTs, while in 63% of the soils the seven most common brGDGTs were detected, and the latter were selected for calibration purposes. This resulted in new transfer functions for the reconstruction of pH based on the CBT index: pH = 7.90-1.97 × CBT (r2 = 0.70; RMSE = 0.8; n = 176), as well as for MAT based on the CBT index and methylation index based on the seven most abundant GDGTs (defined as MBT?): MAT = 0.81-5.67 × CBT + 31.0 × MBT? (r2 = 0.59; RMSE = 5.0 °C; n = 176). The new transfer function for MAT has a substantially lower correlation coefficient than the original equation (r2 = 0.77). To investigate possible improvement of the correlation, we used our extended global surface soil dataset to statistically derive the indices that best describe the relations of brGDGT composition with MAT and soil pH. These new indices, however, resulted in only a relatively minor increase in correlation coefficients, while they cannot be explained straightforwardly by physiological mechanisms. The large scatter in the calibration cannot be fully explained by local factors or by seasonality, but MAT for soils from arid regions are generally substantially (up to 20 °C) underestimated, suggesting that absolute brGDGT-based temperature records for these areas should be interpreted with caution. The applicability of the new MBT?-CBT calibration function was tested using previously published MBT-CBT-derived paleotemperature records covering the last deglaciation in Central Africa and East Asia, the Eocene-Oligocene boundary and the Paleocene-Eocene thermal maximum. The results show that trends remain similar in all records, but that absolute temperature estimates and the amplitude of temperature changes are lower for most records, and generally in better agreement with independent proxy data.

  9. One-Year Follow-Up of Family versus Child CBT for Anxiety Disorders: Exploring the Roles of Child Age and Parental Intrusiveness

    ERIC Educational Resources Information Center

    Wood, Jeffrey J.; McLeod, Bryce D.; Piacentini, John C.; Sigman, Marian

    2009-01-01

    Objective: To compare the relative long-term benefit of family-focused cognitive behavioral therapy (FCBT) and child-focused cognitive behavioral therapy (CCBT) for child anxiety disorders at a 1-year follow-up. Method: Thirty-five children (6-13 years old) randomly assigned to 12-16 sessions of family-focused CBT (FCBT) or child-focused CBT

  10. The role of perceived partner alliance on the efficacy of CBT-I: Preliminary findings from the Partner Alliance in Insomnia Research Study (PAIRS)

    PubMed Central

    Ellis, Jason G.; Deary, Vincent; Troxel, Wendy

    2015-01-01

    Despite Cognitive Behavioural Therapy for Insomnia (CBT-I) being effective, barriers to adherence have been documented. Perceived partner alliance has been shown to influence adherence and treatment outcome across a range of other health conditions. The present study examined patients’ perceptions regarding the role of their partner in CBT-I and the impact of perceived partner alliance on treatment outcome. Twenty-one patients were interviewed, following CBT-I, to examine the areas where partners were thought to influence the process of CBT-I. The majority of statements made during interviews explicitly mentioned a partner’s influence (65%). Additionally, the production of more positive partner statements was associated with better treatment outcome (using the Insomnia Severity Index). The integration of perceived partner alliance, into CBT-I, is discussed. PMID:24527869

  11. The role of perceived partner alliance on the efficacy of CBT-I: preliminary findings from the Partner Alliance in Insomnia Research Study (PAIRS).

    PubMed

    Ellis, Jason G; Deary, Vincent; Troxel, Wendy M

    2015-01-01

    Despite cognitive behavioral therapy for insomnia (CBT-I) being effective, barriers to adherence have been documented. Perceived partner alliance has been shown to influence adherence and treatment outcome across a range of other health conditions. The present study examined patients' perceptions regarding the role of their partner in CBT-I and the impact of perceived partner alliance on treatment outcome. Twenty-one patients were interviewed, following CBT-I, to examine the areas where partners were thought to influence the process of CBT-I. The majority of statements made during interviews explicitly mentioned a partner's influence (65%). Additionally, the production of more positive partner statements was associated with better treatment outcome (using the Insomnia Severity Index). The integration of perceived partner alliance into CBT-I is discussed. PMID:24527869

  12. Dependence of the cyclization of branched tetraethers (CBT) on soil moisture in the Chinese Loess Plateau and the adjacent areas: implications for palaeorainfall reconstructions

    NASA Astrophysics Data System (ADS)

    Wang, H.; Liu, W.; Zhang, C. L.

    2014-06-01

    Branched glycerol dialkyl glycerol tetraethers (bGDGTs) have been show promising for continental paleotemperature studies in loess-paleosol sequences (LPSs). Thus far, however, little is known about the effect of soil moisture on their distributions on the Chinese Loess Plateau (CLP). In this study, the relationships between environmental variables and the cyclization of bGDGTs (the so called CBT index) were investigated in a comprehensive set of surface soils in the CLP and its adjacent arid/semi-arid areas. We find that CBT correlates best with soil water content (SWC) or mean annual precipitation (MAP) for the total sample set. Particularly for the CLP soils, there is a significant positive relationship between CBT and MAP (CBT = -0.0021 · MAP + 1.7, n = 37, R2 = 0.87; MAP range: 210-680 mm). This indicates that CBT is mainly controlled by soil moisture in the alkalescent soils (pH > 7) in arid/semi-arid regions, where it is not sensitive to soil pH. Therefore, we suggest that CBT can potentially be used as a palaeorainfall proxy on the CLP. According to the preliminary CBT-MAP relationship for modern CLP soils, palaeorainfall history was reconstructed from three LPSs (Yuanbao, Lantian, and Mangshan) with published bGDGT data spanning the past 70 ka. The CBT-derived MAP records of the three sites consistently show precession-driven variations resembling the speleothem ?18O monsoon record, and are also in general accord with the fluctuations of the respective magnetic susceptibility (MS) record, supporting CBT as a reasonable proxy for palaeorainfall reconstruction in LPS studies. Moreover, the comparison of CBT-derived MAP and bGDGT-derived temperature may enable us to further assess the relative timing and magnitude of hydrological and thermal changes on the CLP, independent of chronology.

  13. Using a CBT-Based Therapeutic Community Program to Facilitate Healthy Relationships among Military Veterans and Their Families

    ERIC Educational Resources Information Center

    Rush-Ossenbeck, Marilyn; West-Olatunji, Cirecie

    2014-01-01

    The authors propose a CBT-based Therapeutic Community (TC) program designed to facilitate healthy relationships between military veterans and their families. In many military veteran families, there is a struggle to maintain a healthy and balanced life both outside and inside the household. This struggle affects both spouses and children and is…

  14. Does d-Cycloserine Augmentation of CBT Improve Therapeutic Homework Compliance for Pediatric Obsessive–Compulsive Disorder?

    PubMed Central

    Park, Jennifer M.; Small, Brent J.; Geller, Daniel A.; Murphy, Tanya K.; Lewin, Adam B.; Storch, Eric A.

    2014-01-01

    Clinical studies in adults and children with obsessive–compulsive disorder (OCD) have shown that d-cycloserine (DCS) can improve treatment response by enhancing fear extinction learning during exposure-based psychotherapy. Some have hypothesized that improved treatment response is a function of increased compliance and engagement in therapeutic homework tasks, a core component of behavioral treatment. The present study examined the relationship between DCS augmented cognitive-behavioral therapy (CBT) and homework compliance in a double-blind, placebo controlled trial with 30 youth with OCD. All children received 10 CBT sessions, the last seven of which included exposure and response prevention paired with DCS or placebo dosed 1 h before the session started. Results suggested that DCS augmented CBT did not predict improved homework compliance over the course of treatment, relative to the placebo augmented CBT group. However, when groups were collapsed, homework compliance was directly associated with treatment outcome. These findings suggest that while DCS may not increase homework compliance over time, more generally, homework compliance is an integral part of pediatric OCD treatment outcome. PMID:24999301

  15. Combined Medication and CBT for Generalized Anxiety Disorder with African American Participants: Reliability and Validity of Assessments and Preliminary Outcomes

    PubMed Central

    Markell, Hannah M.; Newman, Michelle G.; Gallop, Robert; Gibbons, Mary Beth Connolly; Rickels, Karl; Crits-Christoph, Paul

    2014-01-01

    Using data from a study of combined cognitive behavioral therapy (CBT) and venlafaxine XR in the treatment of generalized anxiety disorder (GAD), the current article examines the reliability and convergent validity of scales, and preliminary outcomes, for African American compared to European American patients. Internal consistency and short-term stability coefficients for African Americans (n=42) were adequate and similar or higher compared to those found for European Americans (n=164) for standard scales used in GAD treatment research. Correlations among outcome measures among African Americans were in general not significantly different for African Americans compared to European Americans. A subset of patients with DSM-IV–diagnosed GAD (n = 24 African Americans; n = 52 European Americans) were randomly selected to be offered the option of adding 12 sessions of CBT to venlafaxine XR treatment. Of those offered CBT, 33.3% (n = 8) of the African Americans, and 32.6% (n = 17) of the European Americans accepted and attended at least one CBT treatment session. The outcomes for African Americans receiving combined treatment were not significantly different from European Americans receiving combined treatment on primary or secondary efficacy measures. PMID:24912462

  16. A Pilot Randomized Controlled Trial of Combined Trauma-Focused CBT and Sertraline for Childhood PTSD Symptoms

    ERIC Educational Resources Information Center

    Cohen, Judith A.; Mannarino, Anthony P.; Perel, James M.; Staron, Virginia

    2007-01-01

    Objective: To examine the potential benefits of adding a selective serotonin reuptake inhibitor, sertraline, versus placebo, to trauma-focused cognitive-behavioral therapy (TF-CBT) for improving posttraumatic stress disorder and related psychological symptoms in children who have experienced sexual abuse. Method: Twenty-four 10- to 17-year-old…

  17. CBT for Childhood Anxiety Disorders: Differential Changes in Selective Attention between Treatment Responders and Non-Responders

    ERIC Educational Resources Information Center

    Legerstee, Jeroen S.; Tulen, Joke H. M.; Dierckx, Bram; Treffers, Philip D. A.; Verhulst, Frank C.; Utens, Elisabeth M. W. J.

    2010-01-01

    Background: This study examined whether treatment response to stepped-care cognitive-behavioural treatment (CBT) is associated with changes in threat-related selective attention and its specific components in a large clinical sample of anxiety-disordered children. Methods: Ninety-one children with an anxiety disorder were included in the present…

  18. Glacial-interglacial continental temperature variability in the Beringian Arctic: the MBT/CBT record of Lake El'gygytgyn

    NASA Astrophysics Data System (ADS)

    Castaneda, I. S.; Finkelstein, D. B.; Phu, V.; Brigham-Grette, J.; Wilkie, K. M.; D'anjou, R. M.; Wei, J. H.; Urann, B. M.

    2012-12-01

    In 2009, deep drilling at El'gygytgyn Crater Lake (Far East Russian Arctic) recovered sediments covering the past 3.6 Ma. These sediments provide the first terrestrial Arctic paleoclimate record spanning the Pliocene-Pleistocene from the largest and oldest unglaciated Arctic lake basin. Lake El'gygytgyn sediments thus offer a unique opportunity to examine high-latitude climate variability beyond the 100 Ka interval captured by Greenland ice core records. In this study we utilize an organic geochemical paleothermometer, the MBT/CBT Index based on branched glycerol dialkyl glycerol tetraethers (GDGTs; Weijers et al., 2007), to examine continental temperature variability during several key time intervals of interest. In particular, we focus on Marine Isotope Stages (MIS) 1-6, MIS 9-11, MIS 31 and during the earliest formation of lacustrine sediments in the impact basin in the middle Pliocene. Previous work on Lake El'gygytgyn sediments has identified MIS 11c and MIS 31 as "super" interglacials, which were characterized by significantly warmer temperatures than at present largely based on pollen spectra and modern analog analysis (Melles et al., 2012). Our results show that relative changes in MBT/CBT-derived temperatures display similar overall patterns of glacial-interglacial climate variability noted in temperature reconstructions from Lake El'gygytgyn (Melles et al., 2012) as well as Greenland ice core records, North Atlantic sea surface temperature records (e.g. Lawrence et al., 2010), and the global benthic ?18O stack (Lisiecki and Raymo, 2005). We demonstrate that MBT/CBT is a sensitive proxy for recording temperature variability at Lake El'gygytgyn. Interestingly, while pronounced warming is noted during interglacials, a number of abrupt and short-lived temperature reversals are also observed within these intervals, such as during MIS 5a and MIS 5e. Overall, we find that MBT/CBT temperatures closely track changes in local summer insolation at 67°N, in agreement with numerous other proxy reconstructions from the lake (e.g. Melles et al., 2012). We note that before absolute temperatures can be reconstructed from Lake El'gygytgyn, a site-specific MBT/CBT calibration is required. We are currently investigating this by examining MBT/CBT in surface sediment and sediment trap samples from the lake. Overall, application of the MBT/CBT paleothermometer to Lake El'gygytgyn sediments appears to be a promising technique for generating a high-resolution Plio-Pleistocene continental temperature record from the western Arctic.

  19. A Web-Based Training Program Using Cognitive Behavioral Therapy to Alleviate Psychological Distress Among Employees: Randomized Controlled Pilot Trial

    PubMed Central

    Tajima, Miyuki; Kimura, Risa; Sasaki, Norio; Somemura, Hironori; Ito, Yukio; Okanoya, June; Yamamoto, Megumi; Nakamura, Saki; Tanaka, Katsutoshi

    2014-01-01

    Background A number of psychoeducational programs based on cognitive behavioral therapy (CBT) to alleviate psychological distress have been developed for implementation in clinical settings. However, while these programs are considered critical components of stress management education in a workplace setting, they are required to be brief and simple to implement, which can hinder development. Objective The intent of the study was to examine the effects of a brief training program based on CBT in alleviating psychological distress among employees and facilitating self-evaluation of stress management skills, including improving the ability to recognize dysfunctional thinking patterns, transform dysfunctional thoughts to functional ones, cope with stress, and solve problems. Methods Of the 187 employees at an information technology company in Tokyo, Japan, 168 consented to participate in our non-blinded randomized controlled study. The training group received CBT group education by a qualified CBT expert and 1 month of follow-up Web-based CBT homework. The effects of this educational program on the psychological distress and stress management skills of employees were examined immediately after completion of training and then again after 6 months. Results Although the training group did exhibit lower mean scores on the Kessler-6 (K6) scale for psychological distress after 6 months, the difference from the control group was not significant. However, the ability of training group participants to recognize dysfunctional thinking was significantly improved both immediately after training completion and after 6 months. While the ability of participants to cope with stress was not significantly improved immediately after training, improvement was noted after 6 months in the training group. No notable improvements were observed in the ability of participants to transform thoughts from dysfunctional to functional or in problem-solving skills. A sub-analysis of participants who initially exhibited clinically significant psychological distress (K6 score ?5) showed that the mean K6 score was significantly improved immediately after training completion for the training group compared to the control group (?2.50 vs ?0.07; mean difference 2.43, 95% CI 0.55-4.31; d=0.61), with this effect remaining even after 6 months (?3.49 vs ?0.50; mean difference 2.99, 95% CI 0.70-5.29; d=0.60). Conclusions Our results suggest that a brief stress management program that combines group CBT education with Web-based CBT homework moderately alleviates the distress of employees with clinically significant psychological distress. In addition, the program might help improve employees’ ability to evaluate their own stress management skills. PMID:25470499

  20. A Pharmacodynamic Study of the P-glycoprotein Antagonist CBT-1® in Combination With Paclitaxel in Solid Tumors

    PubMed Central

    Kelly, Ronan J.; Robey, Robert W.; Chen, Clara C.; Draper, Deborah; Luchenko, Victoria; Barnett, Daryl; Oldham, Robert K.; Caluag, Zinnah; Frye, A. Robin; Steinberg, Seth M.; Fojo, Tito

    2012-01-01

    Background: This pharmacodynamic trial evaluated the effect of CBT-1® on efflux by the ATP binding cassette (ABC) multidrug transporter P-glycoprotein (Pgp/MDR1/ABCB1) in normal human cells and tissues. CBT-1® is an orally administered bisbenzylisoquinoline Pgp inhibitor being evaluated clinically. Laboratory studies showed potent and durable inhibition of Pgp, and in phase I studies CBT-1® did not alter the pharmacokinetics of paclitaxel or doxorubicin. Methods: CBT-1® was dosed at 500 mg/m2 for 7 days; a 3-hour infusion of paclitaxel at 135 mg/m2 was administered on day 6. Peripheral blood mononuclear cells (PBMCs) were obtained prior to CBT-1® administration and on day 6 prior to the paclitaxel infusion. 99mTc-sestamibi imaging was performed on the same schedule. The area under the concentration–time curve from 0–3 hours (AUC0–3) was determined for 99mTc-sestamibi. Results: Twelve patients were planned and enrolled. Toxicities were minimal and related to paclitaxel (grade 3 or 4 neutropenia in 18% of cycles). Rhodamine efflux from CD56+ PBMCs was a statistically significant 51%–100% lower (p < .0001) with CBT-1®. Among 10 patients who completed imaging, the 99mTc-sestamibi AUC0–3 for liver (normalized to the AUC0–3 of the heart) increased from 34.7% to 100.8% (median, 71.9%; p < .0001) after CBT-1® administration. Lung uptake was not changed. Conclusion: CBT-1® is able to inhibit Pgp-mediated efflux from PBMCs and normal liver to a degree observed with Pgp inhibitors studied in earlier clinical trials. Combined with its ease of administration and lack of toxicity, the data showing inhibition of normal tissue Pgp support further studies with CBT-1® to evaluate its ability to modulate drug uptake in tumor tissue. Discussion: Although overexpression of ABCB1 and other ABC transporters has been linked with poor outcome following chemotherapy efforts to negate that through pharmacologic inhibition have generally failed. This is thought to be a result of several factors, including (a) failure to select patients with tumors in which ABCB1 is a dominant resistance mechanism; (b) inhibitors that were not potent, or that impaired drug clearance; and (c) the existence of other mechanisms of drug resistance, including other ABC transporters. Although an animal model for Pgp has been lacking, recent studies have exploited a Brca1?/?; p53?/? mouse model of hereditary breast cancer that develops sporadic tumors similar to cancers in women harboring BRCA1 mutations. Treatment with doxorubicin, docetaxel, or the poly(ADP-ribose) polymerase inhibitor olaparib brings about shrinkage, but resistance eventually emerges. Overexpression of the Abcb1a gene, the mouse ortholog of human ABCB1, has been shown to be a mechanism of resistance in a subset of these tumors. Treating mice with resistant tumors with olaparib plus the Pgp inhibitor tariquidar resensitized the tumors to olaparib. Although results in this animal model support a new look at Pgp as a target, in this era of “targeted therapies,” trial designs that directly assess modulation of drug uptake, including quantitative nuclear imaging, should be pursued before clinical efficacy assessments are undertaken. Such assessment should be performed with compounds that inhibit tissue Pgp without altering the pharmacokinetics of chemotherapeutic agents. This pharmacodynamic study demonstrated that CBT-1®, inhibits Pgp-mediated efflux from PBMCs and normal liver. PMID:22416063

  1. Predictors of dropout from community clinic child CBT for anxiety disorders.

    PubMed

    Wergeland, Gro Janne H; Fjermestad, Krister W; Marin, Carla E; Haugland, Bente Storm-Mowatt; Silverman, Wendy K; Öst, Lars-Göran; Havik, Odd E; Heiervang, Einar R

    2015-04-01

    The aim was to investigate predictors of treatment dropout among 182 children (aged 8-15 years) participating in an effectiveness trial of manual-based 10-session individual and group cognitive behavior therapy (CBT) for anxiety disorders in community clinics. The dropout rate was 14.4%, with no significant difference between the two treatment conditions. We examined predictors for overall dropout (n=26), early (?session 4, n=15), and late dropout (?session 5, n=11). Overall dropout was predicted by low child and parent rated treatment credibility, and high parent self-rated internalizing symptoms. Low child rated treatment credibility predicted both early and late dropout. High parent self-rated internalizing symptoms predicted early dropout, whereas low parent rated treatment credibility predicted late dropout. These results highlight the importance of addressing treatment credibility, and to offer support for parents with internalizing symptoms, to help children and families remain in treatment. PMID:25637909

  2. A Selective Mutism Arising from First Language Attrition, Successfully Treated with Paroxetine-CBT Combination Treatment.

    PubMed

    Serra, Agostino; Di Mauro, Paola; Andaloro, Claudio; Maiolino, Luigi; Pavone, Piero; Cocuzza, Salvatore

    2015-10-01

    After immersion in a foreign language, speakers often have difficulty retrieving native-language words and may experience a decrease in its proficiency, this phenomenon, in the non-pathological form, is known as first language attrition. Self-perception of this low native-language proficiency and apprehension occurring when speaking is expected and, may sometimes lead these people to a state of social anxiety and, in extreme forms, can involve the withholding of speech as a primitive tool for self-protection, linking them to selective mutism. We report an unusual case of selective mutism arising from first language attrition in an Italian girl after attending a two-year "German language school", who successfully responded to a paroxetine-cognitive behavioral treatment (CBT) combination treatment. PMID:26508972

  3. Adaptive and maladaptive emotion regulation strategies: Interactive effects during CBT for social anxiety disorder

    PubMed Central

    Aldao, Amelia; Jazaieri, Hooria; Goldin, Philippe R.; Gross, James J.

    2014-01-01

    There has been a increasing interest in understanding emotion regulation deficits in social anxiety disorder (SAD; e.g., Hofmann, Sawyer, Fang, & Asnaani, 2012). However, much remains to be understood about the patterns of associations among regulation strategies in the repertoire. Doing so is important in light of the growing recognition that people’s ability to flexibly implement strategies is associated with better mental health (e.g., Kashdan et al., 2014). Based on previous work (Aldao & Nolen-Hoeksema, 2012), we examined whether putatively adaptive and maladaptive emotion regulation strategies interacted with each other in the prediction of social anxiety symptoms in a sample of 71 participants undergoing CBT for SAD. We found that strategies interacted with each other and that this interaction was qualified by a three-way interaction with a contextual factor, namely treatment study phase. Consequently, these findings underscore the importance of modeling contextual factors when seeking to understand emotion regulation deficits in SAD. PMID:24742755

  4. A CBT-based anxiety management workshop in first-episode psychosis.

    PubMed

    Welfare-Wilson, Alison; Jones, Amy

    When co-occurring with psychosis, anxiety can adversely affect social and occupational functioning and can cause debilitating levels of distress. This article describes a single-centre three-phase service development project culminating in the introduction of 1-day anxiety management workshops for service users of an Early Intervention for Psychosis Service (EIPS). The workshops, which were run by a mental health nurse and an assistant psychologist, attracted 12 participants with a first episode of psychosis and co-morbid anxiety. Quantitative and qualitative measures demonstrated a statistically significant reduction (p<0.0005) in subjective anxiety levels following the intervention, and that participants felt they were likely to make use of the skills in the future. It can be concluded that such workshops are not only time-and cost-effective, but also valuable in delivering brief interventions based on cognitive behavioural therapy (CBT) to service users with a first episode of psychosis. PMID:25849234

  5. A Selective Mutism Arising from First Language Attrition, Successfully Treated with Paroxetine-CBT Combination Treatment

    PubMed Central

    Serra, Agostino; Di Mauro, Paola; Andaloro, Claudio; Maiolino, Luigi; Pavone, Piero

    2015-01-01

    After immersion in a foreign language, speakers often have difficulty retrieving native-language words and may experience a decrease in its proficiency, this phenomenon, in the non-pathological form, is known as first language attrition. Self-perception of this low native-language proficiency and apprehension occurring when speaking is expected and, may sometimes lead these people to a state of social anxiety and, in extreme forms, can involve the withholding of speech as a primitive tool for self-protection, linking them to selective mutism. We report an unusual case of selective mutism arising from first language attrition in an Italian girl after attending a two-year "German language school", who successfully responded to a paroxetine-cognitive behavioral treatment (CBT) combination treatment. PMID:26508972

  6. Manual de Adiestramiento sobre Terapia de Rehidratacion Oral y Control de las Enfermedades Diarreicas (Oral Rehydration Therapy and the Control of Diarrheal Diseases). Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-53.

    ERIC Educational Resources Information Center

    Clark, Mari; And Others

    This Spanish-language manual was developed to train Peace Corps volunteers and other community health workers in Spanish-speaking countries in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains three training modules (organized in seven sessions) that focus on interrelated…

  7. Human Service Technician In-Service Modules: Competency Based Instructional Material for Personnel Providing Direct Care Services for Handicapped Individuals. Appendix D of Final Report.

    ERIC Educational Resources Information Center

    Lohmeier, Barbara; And Others

    Competency based modules are presented for educating paraprofessionals to work with severely and multiply handicapped persons. Objectives, suggested learning activities, and performance criteria are listed for six modules (sample subtopics in parentheses): human growth and development (prenatal influences); orientation to disability and…

  8. Plan for Your Professional Development. Module LT-E-3 of Category E--Professional and Staff Development. Competency-Based Vocational Education Administrator Module Series.

    ERIC Educational Resources Information Center

    Puleo, Nancy F.; And Others

    This module, one in a series of competency-based administrator instructional packages, focuses on a specific competency that vocational education administrators need to be successful in the area of professional and staff development. The purpose of the module is to help administrators to analyze their professional needs and to devise and implement…

  9. How to Investigate the Goal Orientations of Students in Competence-Based Pre-Vocational Secondary Education: Choosing the Right Instrument

    ERIC Educational Resources Information Center

    Koopman, Maaike; Teune, Peter; Beijaard, Douwe

    2008-01-01

    This study explores the psychometric properties of three instruments: a semi-structured interview, a questionnaire and a sorting task. The central question is which instrument is most suitable to investigate the goal orientations of students in competence-based pre-vocational secondary education. The questionnaire proved most accurate. The…

  10. Fiberglass Technician Technical Terms. English-Thai Lexicon. Introduction to Fiberglass Technician. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Shin, Masako T.

    This English-Thai lexicon and program introduction for fiberglass technician is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English…

  11. The Role of Schools' Perceived Human Resource Policies in Teachers' Professional Development Activities: A Comparative Study of Innovations toward Competence-Based Education

    ERIC Educational Resources Information Center

    Seezink, Audrey; Poell, Rob

    2011-01-01

    The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a…

  12. Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Report.

    ERIC Educational Resources Information Center

    Baggett, Connie D.; And Others

    This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production,…

  13. A Competency-Based Clinical Chemistry Course for the Associate Degree Medical Laboratory Technician Graduate in a Medical Technology Baccalaureate Program.

    ERIC Educational Resources Information Center

    Buccelli, Pamela

    Presented is a project that developed a competency-based clinical chemistry course for associate degree medical laboratory technicians (MLT) in a medical technology (MT) baccalaureate program. Content of the course was based upon competencies expected of medical technologists at career-entry as defined in the statements adopted in 1976 by the…

  14. An Analysis of Secondary Teacher Attitudes towards Competency Based Education: Vocational Instructors versus Non-Vocational Instructors. Societal Factors Affecting Education.

    ERIC Educational Resources Information Center

    MacFarland, Thomas W.

    This investigation was conducted to determine whether or not a difference in attitude towards competency-based education exists between vocational instructors and non-vocational instructors. The investigation was conducted by distributing a 15-statement survey to the 140 faculty members at Coconut Creek High School, Coconut Creek, Florida.…

  15. Combination Welding Technical Terms. English-Thai Lexicon. Introduction to Combination Welding. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Shin, Masako T.

    This English-Thai lexicon and program introduction for combination welding is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English…

  16. Identification and Description of Barriers for the Implementation of Competency-Based Vocational Education. Final Report, from September 28, 1983 to August 31, 1984.

    ERIC Educational Resources Information Center

    Sorg, Steven E.; And Others

    A study identified barriers to the implementation of competency-based vocational education (CBVE) in Florida and gathered and reported suggested solutions to overcoming those barriers. To gather data for the study, researchers conducted force-field analysis sessions, site visits, a literature review, and telephone surveys. From data concerning and…

  17. 75 FR 11562 - Solicitation for a Cooperative Agreement-Training for Executive Excellence: The Role of the...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-11

    ...Correctional CEO Curriculum Development AGENCY: National Institute...applications for the development of a competency based...partnerships in the external environment. DATES: Applications...web- based training environment (e.g. WebEx) or...foundation for the development of the training...

  18. The effects of a brief CBT intervention, delivered by frontline mental health staff, to promote recovery in people with psychosis and comorbid anxiety or depression (the GOALS study): study protocol for a randomized controlled trial

    PubMed Central

    2014-01-01

    Background NICE guidance states that cognitive behavioural therapy (CBT) should be offered to all patients with psychosis. However, there is a need to improve access to therapeutic interventions. We aim to train frontline mental health staff to deliver brief, structured CBT-based therapies. We have developed and piloted a manualized intervention to support people with psychosis and anxious avoidance or depression to work towards a personal recovery goal. Methods/Design The ‘GOALS Study’ is a pilot randomized controlled trial comparing usual care plus an 8-week intervention with usual care alone. The key objective is to assess clinical feasibility (recruitment and randomization; compliance with the treatment manual; acceptability and satisfaction; progress towards goals). A secondary objective is a preliminary evaluation of efficacy. Sixty-six participants with a diagnosis of psychosis, plus symptoms of depression or anxiety will be recruited from adult mental health services. Those currently refusing medication, in receipt of CBT, or with a primary diagnosis of an organic mental health problem or substance dependency will be excluded. Following informed consent, randomization will be independent of the trial team, at a 50:50 ratio, at the level of the individual and stratified by main problem focus. Following randomization, participants allocated to the intervention group will begin the 8-week intervention with a local, trained member of staff, supervised by the study coordinator. Outcomes will be assessed blind to treatment condition at 0, 12 and 18 weeks post-randomization. The primary outcome measure for the efficacy analysis will be activity levels at 12 weeks. Secondary outcome measures include mood, psychotic symptoms, quality of life and clinical distress. A health economic analysis comparing service use in each condition will also be performed. Recruitment began in March, 2013 and is ongoing until December, 2014. Discussion This is the first trial of the GOALS intervention. The approach is brief and staff can be readily trained in its delivery: there is therefore potential to develop a cost-effective intervention that could be widely disseminated. If the trial proves clinically feasible and demonstrates preliminary evidence of efficacy, a large multi-site trial will be warranted. Trial registration Current Controlled Trials ISRCTN: 73188383. http://public.ukcrn.org.uk/search/StudyDetail.aspx?StudyID=13538 PMID:24973026

  19. Social disinterest attitudes and group cognitive-behavioral social skills training for functional disability in schizophrenia.

    PubMed

    Granholm, Eric; Ben-Zeev, Dror; Link, Peter C

    2009-09-01

    The majority of clinical trials of cognitive-behavioral therapy (CBT) for schizophrenia have used individual therapy to target positive symptoms. Promising results have been found, however, for group CBT interventions and other treatment targets like psychosocial functioning. CBT for functioning in schizophrenia is based on a cognitive model of functional outcome in schizophrenia that incorporates dysfunctional attitudes (eg, social disinterest, defeatist performance beliefs) as mediators between neurocognitive impairment and functional outcome. In this report, 18 clinical trials of CBT for schizophrenia that included measures of psychosocial functioning were reviewed, and two-thirds showed improvements in functioning in CBT. The cognitive model of functional outcome was also tested by examining the relationship between social disinterest attitudes and functional outcome in 79 people with schizophrenia randomized to either group cognitive-behavioral social skills training or a goal-focused supportive contact intervention. Consistent with the cognitive model, lower social disinterest attitudes at baseline and greater reduction in social disinterest during group therapy predicted better functional outcome at end of treatment for both groups. However, the groups did not differ significantly with regard to overall change in social disinterest attitudes during treatment, suggesting that nonspecific social interactions during group therapy can lead to changes in social disinterest, regardless of whether these attitudes are directly targeted by cognitive therapy interventions. PMID:19628761

  20. Evaluation of Cognitive Behavioral Therapy/Motivational Enhancement Therapy (CBT/MET) in a Treatment Trial of Comorbid MDD/AUD Adolescents

    PubMed Central

    Cornelius, Jack R.; Douaihy, Antoine; Bukstein, Oscar G.; Daley, Dennis C.; Wood, D. Scott; Kelly, Thomas M.; Salloum, Ihsan M.

    2011-01-01

    Objective Behavioral therapies developed specifically for co-occurring disorders remain sparse, and such therapies for comorbid adolescents are particularly rare. This was an evaluation of the long-term (2-year) efficacy of an acute phase trial of manualized cognitive behavioral therapy/motivation enhancement therapy (CBT/MET) versus naturalistic treatment among adolescents who had signed consent for a treatment study involving the SSRI antidepressant medication fluoxetine and CBT/MET therapy for comorbid major depressive disorder (MDD) and an alcohol use disorder (AUD). We hypothesized that improvements in depressive symptoms and alcohol-related symptoms noted among the subjects who had received CBT/MET would exceed that of those in the naturalistic comparison group that had not received CBT/MET therapy. Methods We evaluated levels of depressive symptoms and alcohol-related symptoms at a two-year follow-up evaluation among comorbid MDD/AUD adolescents who had received an acute phase trial of manual-based CBT/MET (in addition to the SSRI medication fluoxetine or placebo) compared to those who had received naturalistic care. Results In repeated measures ANOVA, a significant time by enrollment status difference was noted for both depressive symptoms and alcohol-related symptoms across the two-year time period of this study, with those receiving CBT/MET demonstrating superior outcomes compared to those who had not received protocol CBT/MET therapy. No significant difference was noted between those receiving fluoxetine versus those receiving placebo on any outcome at any time point. Conclusions These findings suggest long-term efficacy for an acute phase trial of manualized CBT/MET for treating comorbid MDD/AUD adolescents. Large multi-site studies are warranted to further clarify the efficacy of CBT/MET therapy among various adolescent and young adult comorbid populations. PMID:21530092

  1. Brief Cognitive-Behavioral and Relaxation Training Interventions for Breast Cancer: A Randomized Controlled Trial

    PubMed Central

    Gudenkauf, Lisa M.; Antoni, Michael H.; Stagl, Jamie M.; Lechner, Suzanne C.; Jutagir, Devika R.; Bouchard, Laura C.; Blomberg, Bonnie B.; Glück, Stefan; Derhagopian, Robert P.; Giron, Gladys L.; Avisar, Eli; Torres-Salichs, Manuel A.; Carver, Charles S.

    2015-01-01

    Objective Women with breast cancer (BCa) report elevated distress post-surgery. Group-based cognitive-behavioral stress management (CBSM) following surgery improves psychological adaptation, though its key mechanisms remain speculative. This randomized controlled dismantling trial compared two interventions featuring elements thought to drive CBSM effects: a 5-week Cognitive-Behavioral Training (CBT) and 5-week Relaxation Training (RT) vs. a 5-week Health Education (HE) control group. Method Women with stage 0-III BCa (N = 183) were randomized to CBT, RT, or HE condition 2–10 weeks post-surgery. Psychosocial measures were collected at baseline (T1) and post-intervention (T2). Repeated-measures ANOVAs tested whether CBT and RT treatments improved primary measures of psychological adaptation and secondary measures of stress management resource perceptions from pre- to post-intervention relative to HE. Results Both CBT and RT groups reported reduced depressive affect. The CBT group reported improved emotional well-being/quality of life and less cancer-specific thought intrusions. The RT group reported improvements on illness-related social disruption. Regarding stress management resources, the CBT group reported increased reliability of social support networks, while the RT group reported increased confidence in relaxation skills. Psychological adaptation and stress management resource constructs were unchanged in the HE control group. Conclusions Non-metastatic breast cancer patients participating in two forms of brief, 5-week group-based stress management intervention after surgery showed improvements in psychological adaptation and stress management resources compared to an attention-matched control group. Findings provide preliminary support suggesting that using brief group-based stress management interventions may promote adaptation among non-metastatic breast cancer patients. PMID:25939017

  2. Bacterial GDGTs in Holocene sediments and catchment soils of a high Alpine lake: application of the MBT/CBT-paleothermometer

    NASA Astrophysics Data System (ADS)

    Niemann, H.; Stadnitskaia, A.; Wirth, S. B.; Gilli, A.; Anselmetti, F. S.; Sinninghe Damsté, J. S.; Schouten, S.; Hopmans, E. C.; Lehmann, M. F.

    2012-05-01

    A novel proxy for continental mean annual air temperature (MAAT) and soil pH, the MBT/CBT-paleothermometer, is based on the temperature (T) and pH-dependent distribution of specific bacterial membrane lipids (branched glycerol dialkyl glycerol tetraethers - GDGTs) in soil organic matter. Here, we tested the applicability of the MBT/CBT-paleothermometer to sediments from Lake Cadagno, a high Alpine lake in southern Switzerland with a small catchment of 2.4 km2. We analysed the distribution of bacterial GDGTs in catchment soils and in a radiocarbon-dated sediment core from the centre of the lake, covering the past 11 000 yr. The distribution of bacterial GDGTs in the catchment soils is very similar to that in the lake's surface sediments, indicating a common origin of the lipids. Consequently, their transfer from the soils into the sediment record seems undisturbed, probably without any significant alteration of their distribution through in situ production in the lake itself or early diagenesis of branched GDGTs. The MBT/CBT-inferred MAAT estimates from soils and surface sediments are in good agreement with instrumental values for the Lake Cadagno region (~0.5 °C). Moreover, downcore MBT/CBT-derived MAAT estimates match in timing and magnitude other proxy-based T reconstructions from nearby locations for the last two millennia. Major climate anomalies recorded by the MBT/CBT-paleothermometer are, for instance, the Little Ice Age (~14th to 19th century) and the Medieval Warm Period (MWP, ~9th to 14th century). Together, our observations indicate the quantitative applicability of the MBT/CBT-paleothermometer to Lake Cadagno sediments. In addition to the MWP, our lacustrine paleo T record indicates Holocene warm phases at about 3, 5, 7 and 11 kyr before present, which agrees in timing with other records from both the Alps and the sub-polar North-East Atlantic Ocean. The good temporal match of the warm periods determined for the central Alpine region with north-west European winter precipitation strength implies a strong and far-reaching influence of the North Atlantic Oscillation on continental European T variations during the Holocene.

  3. Revised calibration of the MBT-CBT paleothermometer based on branched tetraether membrane lipids of soil bacteria

    NASA Astrophysics Data System (ADS)

    Peterse, F.; van der Meer, J.; Schouten, S.; Weijers, J.; Fierer, N.; Jackson, R. B.; Sinninghe Damste, J. S.

    2011-12-01

    The recently developed MBT-CBT proxy for the reconstruction of continental air temperature and past soil pH is based on the distribution of branched glycerol dialkyl glycerol tetraether (GDGT) membrane lipids in soils. The Methylation of Branched Tetraether (MBT) and the Cyclisation of Branched Tetraether (CBT) indices were developed to quantify these distributions and significant empirical relations between these indices and annual mean air temperature (MAT) and/or soil pH were found in a large data set of soils. In this study, we extended the soil dataset to 278 globally distributed surface soils. Of these soils, 26% contains all nine branched GDGTs, while in 63% of the soils the seven most common branched GDGTs were detected, which were selected for calibration purposes. This resulted in new transfer functions for the reconstruction of pH based on the CBT index, as well as for MAT based on the CBT index and adjusted MBT index (MBT'). The new transfer function for MAT has a substantially lower correlation coefficient than the original equation (r2= 0.59 versus r2=0.77). To investigate possible improvement of the correlation, we used our extended global surface soil dataset to statistically derive the indices that best describe the relations of branched GDGT composition with MAT and soil pH. These new indices, however, resulted in only a relatively minor increase in correlation coefficients, while they cannot be explained straightforwardly by physiological mechanisms. The large scatter in the calibration cannot be fully explained by local factors or by seasonality, but MAT for soils from arid regions are generally substantially (up to 20°C) underestimated, suggesting that absolute branched GDGT-based temperature records for these areas should be interpreted with caution. The applicability of the new MBT'-CBT calibration function was tested using previously published MBT-CBT-derived paleotemperature records covering the last deglaciation in Central Africa [2] and East Asia [3], the Eocene-Oligocene boundary [4] and the Paleocene Eocene thermal maximum [5]. The results show that trends remain similar in all records, but that absolute temperature estimates and the amplitude of temperature changes are lower for most records, and generally in better agreement with independent proxy data. REFERENCES [1] Weijers et al., 2007, GCA [2] Weijers et al., 2007, Science [3] Peterse et al., 2011, EPSL [4] Schouten et al., 2008, Geology [5] Weijers et al., 2007, EPSL

  4. Competence-based Management Development in Small and Medium-Sized Enterprises: A Multi-Stakeholder Analysis.

    ERIC Educational Resources Information Center

    Loan-Clarke, John; Boocock, Grahame; Smith, Alison; Whittaker, John

    2000-01-01

    Survey data from 551 small businesses and interviews with 12 small businesses, 6 Training and Enterprise Councils, and 29 management training providers in Britain showed that provision of management National Vocational Qualifications to small businesses is too resource intensive, time consuming, and possibly inappropriate. Benefits accrue…

  5. Training Guide for Foodservice Personnel in Programs for Young Children. A Manual for Nutritionists, Dietitians, and Foodservice Specialists Who Are Developing and Conducting Training Programs.

    ERIC Educational Resources Information Center

    Development Associates, Inc., Arlington, VA.

    This manual is a competency-based curriculum planning guide for nutritionists, dietitians, and foodservice specialists to use in conducting preservice and inservice training programs for foodservice personnel in Head Start, day care, and other preschool programs. After an introductory chapter, which states the purpose of the manual, defines…

  6. Controlled Comparison of Family Cognitive Behavioral Therapy and Psychoeducation/Relaxation Training for Child Obsessive-Compulsive Disorder

    ERIC Educational Resources Information Center

    Piacentini, John; Bergman, R. Lindsey; Chang, Susanna; Langley, Audra; Peris, Tara; Wood, Jeffrey J.; McCracken, James

    2011-01-01

    Objective: To examine the efficacy of exposure-based cognitive-behavioral therapy (CBT) plus a structured family intervention (FCBT) versus psychoeducation plus relaxation training (PRT) for reducing symptom severity, functional impairment, and family accommodation in youths with obsessive-compulsive disorder (OCD). Method: A total of 71…

  7. The Effects of Cognitive Behavior Therapy Delivered by Students in a Psychologist Training Program: An Effectiveness Study

    ERIC Educational Resources Information Center

    Ost, Lars-Goran; Karlstedt, Anna; Widen, Sara

    2012-01-01

    Relatively little is known about the efficacy of clinically inexperienced student therapists carrying out cognitive behavior therapy (CBT) under supervision during a professional, psychologist training program. The current study evaluated this by collecting pre- and post-treatment data on 591 consecutive patients receiving treatment at the…

  8. An Empirical Evaluation of Sonar Courseware Developed with Intelligent Tutoring Software (InTrain[TM]) at Naval Submarine School.

    ERIC Educational Resources Information Center

    Birchard, Marcy; Dye, Charles; Gordon, John

    With limits on both personnel and time available to conduct effective instruction, the decision is being made increasingly to enhance instructor-led courses with Computer-Based Training (CBT). The effectiveness of this conversion is often unknown and in many cases empirical evaluations are never conducted. This paper describes and discusses the…

  9. Summary of Mode Deactivation Therapy, Cognitive Behavior Therapy and Social Skills Training with Two Year Post Treatment Results

    ERIC Educational Resources Information Center

    Apsche, Jack A.; Bass, Christopher K.; Siv, Alexander M.

    2006-01-01

    This study summarized two treatment research studies and included recidivism data for two years post discharge for group therapy. The study compared Mode deactivation Therapy (MDT), Cognitive Behavior Therapy (CBT), and Social Skills training (SST), results of the MDT series of studies and the two year post-study recidivism data. The data from the…

  10. Training and Dissemination of Cognitive Behavior Therapy for Depression in Adults: A Preliminary Examination of Therapist Competence and Client Outcomes

    ERIC Educational Resources Information Center

    Simons, Anne D.; Padesky, Christine A.; Montemarano, Jeremy; Lewis, Cara C.; Murakami, Jessica; Lamb, Kristen; DeVinney, Sharon; Reid, Mark; Smith, David A.; Beck, Aaron T.

    2010-01-01

    Objective: In this study, the authors examined the feasibility and effectiveness of training community therapists to deliver cognitive behavior therapy (CBT) for depression. Method: Participants were therapists (n = 12) and clients (n = 116; mean age = 41 years, 63% women) presenting for treatment of depression at a not-for-profit and designated…

  11. Competency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program

    PubMed Central

    Williams, Lauren Therese; Grealish, Laurie; Jamieson, Maggie

    2015-01-01

    Background Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites. Objective This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements. Methods This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users’ experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen’s highlighting approach. Results This research succeeded in developing a Web-based program, “Feed our Future”, that increased supervisors’ confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent. Conclusions Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes. PMID:25803172

  12. Positive imagery cognitive bias modification (CBM) and internet-based cognitive behavioral therapy (iCBT): A randomized controlled trial

    PubMed Central

    Williams, Alishia D.; O’Moore, Kathleen; Blackwell, Simon E.; Smith, Jessica; Holmes, Emily A.; Andrews, Gavin

    2015-01-01

    Background Accruing evidence suggests that positive imagery-based cognitive bias modification (CBM) could have potential as a standalone targeted intervention for depressive symptoms or as an adjunct to existing treatments. We sought to establish the benefit of this form of CBM when delivered prior to Internet cognitive behavioral therapy (iCBT) for depression Methods A randomized controlled trial (RCT) of a 1-week Internet-delivered positive CBM vs. an active control condition for participants (N=75, 69% female, mean age=42) meeting diagnostic criteria for major depression; followed by a 10-week iCBT program for both groups. Results Modified intent-to-treat marginal and mixed effect models demonstrated no significant difference between conditions following the CBM intervention or the iCBT program. In both conditions there were significant reductions (Cohen?s d .57–1.58, 95% CI=.12–2.07) in primary measures of depression and interpretation bias (PHQ9, BDI-II, AST-D). Large effect size reductions (Cohen?s d .81–1.32, 95% CI=.31–1.79) were observed for secondary measures of distress, disability, anxiety and repetitive negative thinking (K10, WHODAS, STAI, RTQ). Per protocol analyses conducted in the sample of participants who completed all seven sessions of CBM indicated between-group superiority of the positive over control group on depression symptoms (PHQ9, BDI-II) and psychological distress (K10) following CBM (Hedges g .55–.88, 95% CI=?.03–1.46) and following iCBT (PHQ9, K10). The majority (>70%) no longer met diagnostic criteria for depression at 3-month follow-up. Limitations The control condition contained many active components and therefore may have represented a smaller ‘dose’ of the positive condition. Conclusions Results provide preliminary support for the successful integration of imagery-based CBM into an existing Internet-based treatment for depression. PMID:25805405

  13. Brief culturally adapted CBT for psychosis (CaCBTp): A randomized controlled trial from a low income country.

    PubMed

    Naeem, Farooq; Saeed, Sofiya; Irfan, Muhammad; Kiran, Tayyeba; Mehmood, Nasir; Gul, Mirrat; Munshi, Tariq; Ahmad, Sohail; Kazmi, Ajmal; Husain, Nusrat; Farooq, Saeed; Ayub, Muhammad; Kingdon, David

    2015-05-01

    Evidence for the effectiveness of Culturally adapted CBT for psychosis in Low And Middle Income Countries (LAMIC) is limited. Therefore, brief Culturally adapted CBT for psychosis (CaCBTp) targeted at symptoms of schizophrenia for outpatients plus treatment as usual (TAU) is compared with TAU. A total of 116 participants with schizophrenia were recruited from 2 hospitals in Karachi, Pakistan, and randomized into two groups with 1:1 allocation (CaCBTp plus TAU=59, TAU=57). A brief version of CaCBTp (6 individual sessions with the involvement of main carer, plus one session for the family) was provided over 4months. Psychopathology was measured using Positive and Negative Syndrome Scale of Schizophrenia (PANSS), Psychotic Symptom Rating Scales (PSYRATS), and the Schedule for Assessment of Insight (SAI) at baseline and end of therapy. Participants in treatment group, showed statistically significant improvement in all measures of psychopathology at the end of the study compared with control group. Participants in treatment group showed statistically significant improvement in Positive Symptoms (PANSS, Positive Symptoms Subscale; p=0.000), Negative Symptoms (PANSS, Negative Symptoms subscales; p=0.000), Delusions (PSYRATS, Delusions Subscale; p=0.000), Hallucinations (PSYRATS, Hallucination Subscale; p=0.000) and Insight (SAI; p=0.007). The results suggest that brief, Culturally adapted CBT for psychosis can be an effective treatment when provided in combination with TAU, for patients with schizophrenia in a LAMIC setting. This is the first trial of CBT for psychosis from outside the western world. These findings need replicating in other low and middle income countries. PMID:25757714

  14. Text Messaging as an Adjunct to CBT in Low-Income Populations: A Usability and Feasibility Pilot Study

    PubMed Central

    Aguilera, Adrian; Muñoz, Ricardo F.

    2014-01-01

    This article outlines the development and usability–feasibility testing of an automated text-messaging adjunct to cognitive– behavioral therapy (CBT) for depression in a public sector clinic serving low-income patients. The text-messaging adjunct is aimed at increasing homework adherence, improving self-awareness, and helping track patient progress. Daily text messages were sent to patients, inquiring about their mood. Additional daily messages corresponded to themes of a manualized group CBT intervention. These included (1) thought tracking (both positive and negative), (2) tracking of pleasant activities, (3) tracking of positive and negative contacts, and (4) tracking of physical well-being. We tested the adjunct in 2 CBT groups (1 English & 1 Spanish) consisting of 12 patients total during and after treatment. Participants responded at a rate of 65% to text messages, and they reported overall positive experiences. We propose that text messaging has the potential to improve mental health care broadly, and among low-income populations specifically, with cost-effective means. PMID:25525292

  15. A randomised comparison of cognitive behavioural therapy (CBT) and eye movement desensitisation and reprocessing (EMDR) in disaster-exposed children

    PubMed Central

    de Roos, Carlijn; Greenwald, Ricky; den Hollander-Gijsman, Margien; Noorthoorn, Eric; van Buuren, Stef; de Jongh, Ad

    2011-01-01

    Background Building on previous research with disaster-exposed children and adolescents, a randomised clinical trial was performed in the treatment of trauma-related symptoms. In the current study two active treatments were compared among children in a broad age range and from a wide diversity of ethnic populations. Objective The primary aim was to compare the effectiveness and efficiency of Cognitive Behavioural Therapy (CBT) and Eye Movement Desensitisation and Reprocessing (EMDR). Design Children (n=52, aged 4–18) were randomly allocated to either CBT (n=26) or EMDR (n=26) in a disaster mental health after-care setting after an explosion of a fireworks factory. All children received up to four individual treatment sessions over a 4–8 week period along with up to four sessions of parent guidance. Blind assessment took place pre- and post-treatment and at 3 months follow-up on a variety of parent-rated and self-report measures of post-traumatic stress disorder symptomatology, depression, anxiety, and behaviour problems. Analyses of variance (general linear model repeated measures) were conducted on the intention-to-treat sample and the completers. Results Both treatment approaches produced significant reductions on all measures and results were maintained at follow-up. Treatment gains of EMDR were reached in fewer sessions. Conclusion Standardised CBT and EMDR interventions can significantly improve functioning of disaster-exposed children. PMID:22893815

  16. Reduction of Subjective Distress in CBT for Childhood OCD: Nature of Change, Predictors, and Relation to Treatment Outcome

    PubMed Central

    Kircanski, Katharina; Wu, Monica; Piacentini, John

    2013-01-01

    Little research has investigated changes in subjective distress during cognitive-behavioral therapy (CBT) for anxiety disorders in youth. In the current study, 40 youth diagnosed with primary obsessive-compulsive disorder (OCD; M age=11.9 years, 60% male, 80% Caucasian) and 36 parent informants completed separate weekly ratings of child distress for each OC symptom during a 12-session course of CBT. Between-session changes in distress were calculated at the start of, on average throughout, and at the end of treatment. On average throughout treatment, child- and parent-reported decreases in child distress were significant. Baseline OCD severity, functional impairment, and internalizing symptoms predicted degree of change in child distress. Additionally, greater decreases in child distress were predictive of more improved clinical outcomes. Findings advance our understanding of the strengths and limitations of this clinical tool. Future studies should examine youth distress change between and within CBT sessions across both subjective and psychophysiological levels of analysis. PMID:23774008

  17. Reduction of subjective distress in CBT for childhood OCD: nature of change, predictors, and relation to treatment outcome.

    PubMed

    Kircanski, Katharina; Wu, Monica; Piacentini, John

    2014-03-01

    Little research has investigated changes in subjective distress during cognitive-behavioral therapy (CBT) for anxiety disorders in youth. In the current study, 40 youth diagnosed with primary obsessive-compulsive disorder (OCD; M age = 11.9 years, 60% male, 80% Caucasian) and 36 parent informants completed separate weekly ratings of child distress for each OC symptom during a 12-session course of CBT. Between-session changes in distress were calculated at the start of, on average throughout, and at the end of treatment. On average throughout treatment, child- and parent-reported decreases in child distress were significant. Baseline OCD severity, functional impairment, and internalizing symptoms predicted degree of change in child distress. Additionally, greater decreases in child distress were predictive of more improved clinical outcomes. Findings advance our understanding of the strengths and limitations of this clinical tool. Future studies should examine youth distress change between and within CBT sessions across both subjective and psychophysiological levels of analysis. PMID:23774008

  18. CBT for depression: a pilot RCT comparing mobile phone vs. computer

    PubMed Central

    2013-01-01

    Background This paper reports the results of a pilot randomized controlled trial comparing the delivery modality (mobile phone/tablet or fixed computer) of a cognitive behavioural therapy intervention for the treatment of depression. The aim was to establish whether a previously validated computerized program (The Sadness Program) remained efficacious when delivered via a mobile application. Method 35 participants were recruited with Major Depression (80% female) and randomly allocated to access the program using a mobile app (on either a mobile phone or iPad) or a computer. Participants completed 6 lessons, weekly homework assignments, and received weekly email contact from a clinical psychologist or psychiatrist until completion of lesson 2. After lesson 2 email contact was only provided in response to participant request, or in response to a deterioration in psychological distress scores. The primary outcome measure was the Patient Health Questionnaire 9 (PHQ-9). Of the 35 participants recruited, 68.6% completed 6 lessons and 65.7% completed the 3-months follow up. Attrition was handled using mixed-model repeated-measures ANOVA. Results Both the Mobile and Computer Groups were associated with statistically significantly benefits in the PHQ-9 at post-test. At 3?months follow up, the reduction seen for both groups remained significant. Conclusions These results provide evidence to indicate that delivering a CBT program using a mobile application, can result in clinically significant improvements in outcomes for patients with depression. Trial registration Australian New Zealand Clinical Trials Registry ACTRN 12611001257954 PMID:23391304

  19. Predictors of response to CBT and IPT for depression; the contribution of therapy process.

    PubMed

    Carter, Janet D; Crowe, Marie T; Jordan, Jennifer; McIntosh, Virginia V W; Frampton, Christopher; Joyce, Peter R

    2015-11-01

    Little is known about the factors that contribute to a positive psychotherapy outcome. There is still considerable debate as to whether specific factors (e.g. severity of symptoms, comorbidity) or nonspecific factors (e.g. alliance, therapy process) are most important in influencing outcome. This study examined the additional contribution that therapeutic process and alliance made to previously identified specific predictors of response to CBT and IPT for depression over the course of therapy. The previously identified specific factors were belief that childhood reasons caused the depression, recurrent depression, perceptions about how logical therapy was and comorbid personality disorder symptoms. One hundred and sixty five adult outpatients with major depression were treated for depression in a randomised clinical trial examining predictors of response to Cognitive Behavior Therapy and Interpersonal Psychotherapy. All therapy sessions were audiorecorded to enable objective ratings of therapeutic process and alliance. Process factors - patient psychic distress, patient participation and patient alliance had the strongest associations with outcome. The early and middle stage of therapy process did not account for any additional variance other than that previously identified by the patient predictors, however, at the end stage of therapy process contributed a further 14%. PMID:26432173

  20. 75 FR 1814 - Solicitation for a Cooperative Agreement-Curriculum Development: Training for Correctional...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-01-13

    ...The National Institute of Corrections' (NIC) Transition and Offender Workforce Development (T/OWD) and Academy Divisions are seeking applications for the development of a competency based, blended modality training curriculum that will provide Correctional Industries Directors with the knowledge, skills and abilities needed to set organizational priorities, identify strategic objectives,......

  1. Developing a Comprehensive and Articulated Nuclear Training Curriculum--The Westinghouse Model.

    ERIC Educational Resources Information Center

    Widen, William C.

    After conducting a comprehensive evaluation of its curriculum, staff at the Westinghouse Nuclear Training Center in Zion, Illinois, undertook a research and development project aimed at upgrading the center's curriculum to the competency-based format. Included among the main activities of the curriculum development process were the following:…

  2. A Guide for Vocational Teachers of Intensive Business Training in Mississippi.

    ERIC Educational Resources Information Center

    Crousen, Willa Vee, Ed.

    This curriculum guide contains 12 units covering topics that could become a part of a program of study for high school Intensive Business Training. It utilizes a competency-based format and a curriculum that provides for proficiency testing which leads to minimum competencies in the field of office education. Each unit is organized according to…

  3. Psychological training improves mental health and job-finding among unemployed people.

    PubMed

    Proudfoot, J; Gray, J; Carson, J; Guest, D; Dunn, G

    1999-01-01

    The negative psychological effects of unemployment are well documented: lowered self-esteem and confidence, social isolation, anxiety, depression, reduced life satisfaction, hopelessness about the future. Further, it has been established that these effects often prevent re-employment. The need for interventions to help unemployed people to minimise such psychological effects is clearly warranted, yet little psychological assistance is usually given. This paper describes a psychological intervention based on cognitive behavioural therapy (CBT), the principles of which have been successfully applied through individual psychotherapy to several psychiatric disorders. We adapted these principles to create a group-training programme for a non-psychiatric group--long term (>12 months) unemployed. The results demonstrated that significantly more of the CBT group than the control group improved on measures of mental health, as well as on success in job-finding: four months after the completion of training 34% of the CBT group c.f. 12% of the control group had found full-time work. Taking part-time and temporary work into account, these figures increased to 49% (CBT group) and 28% (control group), indicating the value of psychological interventions in reducing the negative psychological effects of unemployment, and helping the unemployed find jobs. PMID:10197475

  4. A randomised controlled trial of time limited CBT informed psychological therapy for anxiety in bipolar disorder

    PubMed Central

    2013-01-01

    Background Anxiety comorbidity is common in bipolar disorder and is associated with worse treatment outcomes, greater risk of self harm, suicide and substance misuse. To date however there have been no psychological interventions specifically designed to address this problem. The primary objective of this trial is to establish the acceptability and feasibility of a new integrated intervention for anxiety in bipolar disorder designed in collaboration with individuals with personal experience of both problems. Methods and design Single blind randomised controlled trials to assess the feasibility and acceptability of a time limited CBT informed psychological intervention for anxiety in bipolar disorder (AIBD) compared with treatment as usual. Participants will be recruited from across the North West of England from specialist mental health services and through primary care and self referral. The primary outcome of the study is the feasibility and acceptability of AIBD assessed by recruitment to target and retention to follow-up, as well as absence of untoward incidents associated with AIBD. We will also estimate the effect size of the impact of the intervention on anxiety and mood outcomes, as well as calculate preliminary estimates of cost-effectiveness and investigate potential mechanisms for this (stigma, self appraisal and stability of social rhythms). Discussion This is the first trial of an integrated intervention for anxiety in bipolar disorder. It is of interest to researchers involved in the development of new therapies for bipolar disorder as well as indicating the wider potential for evaluating approaches to the treatment of comorbidity in severe mental illness. Trial registration number ISRCTN84288072 PMID:23414176

  5. A software model for simulation in computer-based training

    SciTech Connect

    Spangenberg, L.M.; Nonno, L.M.; De Vries, J.A. II

    1988-01-01

    This paper explores the requirements for Simulation-Based Training (SBT) and describes the Los Alamos model for an SBT authoring system. Although the use of simulation as an instructional strategy provides realistic training opportunities at high cognitive levels (e.g., evaluation, synthesis, analysis), it is at the expense of complexity beyond the capabilities of available authoring systems to create. Cognitive Systems Engineering (CSE) at Los Alamos is exploring a middle ground between conventional CBT and complex simulations. The CSE model proposes the separation of simulation and courseware as the key to successful SBT development. 1 ref., 2 figs.

  6. Using Fidelity Assessments to Train Frontline Clinicians in the Delivery of Cognitive-Behavioral Therapy for PTSD in Persons with Serious Mental Illness

    PubMed Central

    Lu, Weili; Yanos, Philip T.; Gottlieb, Jennifer D.; Duva, Stephanie Marcello; Silverstein, Steven M.; Xie, Haiyi; Rosenberg, Stanley D.; Mueser, Kim T.

    2013-01-01

    Objective Despite the growth in empirically supported interventions for the treatment of serious mental illness, these evidence-based practices are often not available to clients seeking services. One barrier to dissemination has been the difficulty of training frontline clinicians. This study was conducted to evaluate whether frontline clinicians could be trained to implement an empirically supported cognitive-behavioral therapy (CBT) program for posttraumatic stress disorder (PTSD) in persons with serious mental illness by providing them with session-by-session feedback on practice cases using a standardized fidelity measure. Method Twenty-five clinicians at five agency sites were trained in the CBT for PTSD program and delivered it to 35 practice cases over a 6-month period. Weekly feedback based on recorded sessions was provided to clinicians using the fidelity scale, with a criterion of competence established to designate “certification” in the program. PTSD and depression symptoms were monitored over the course of treatment for the practice cases. Results Two clinicians dropped out, and of the 23 clinicians, 21 (91%) achieved certification in the CBT program with their first case, and the remaining two (9%) achieved it with their second case. PTSD and depressive symptoms in clients decreased significantly during treatment, suggesting clinical benefits of the program. Conclusions The results support the feasibility of training frontline clinicians in the CBT for PTSD program using regular feedback based on the fidelity measure, and indicate that most clinicians can achieve competence in the model with a single practice case. PMID:22854726

  7. Thinking Well: A randomised controlled feasibility study of a new CBT therapy targeting reasoning biases in people with distressing persecutory delusional beliefs

    PubMed Central

    Waller, Helen; Emsley, Richard; Freeman, Daniel; Bebbington, Paul; Dunn, Graham; Fowler, David; Hardy, Amy; Kuipers, Elizabeth; Garety, Philippa

    2015-01-01

    Background and objectives Delusional beliefs with persecutory content are common in psychosis, but difficult to treat. Interventions targeting hypothesised causal and maintaining factors have been proposed as a way of improving therapy. The current study is a feasibility randomised controlled trial of the ‘Thinking Well (TW)’ intervention: This novel approach combines the recently developed Maudsley Review Training Programme (MRTP), with additional, focussed cognitive-behavioural therapy sessions. Methods 31 participants with distressing persecutory delusions and schizophrenia spectrum disorders were randomised to TW or to treatment as usual in a 2:1 ratio. Participants completed outcome assessments at 0 (baseline), 1 (post-MRTP), 6 (post-TW) and 8 (follow-up) weeks. Key outcomes included belief flexibility, paranoia, and delusional conviction and distress. Participants allocated to TW completed the MRTP package and four CBT sessions with a clinical psychologist. Results Recruitment proved feasible. Participants reported the intervention was relevant and had resulted in positive changes in thinking and mood, which they could use in everyday life. Treatment effects were moderate-large for key outcomes including belief flexibility, paranoia conviction and distress. The additional TW sessions appeared to confer benefits over MRTP alone. Limitations Assessments were not carried out blind to treatment condition. Recruitment was opportunistic, from an identified pool of research participants. Finally, a few participants had already completed the MRTP as part of a previous study. Conclusions The TW intervention appears to be feasible and acceptable to participants, and the effects of treatment are promising. A fully powered randomised controlled trial of the intervention is warranted. PMID:25770671

  8. Does Maintenance CBT Contribute to Long-Term Treatment Response of Panic Disorder With or Without Agoraphobia? A Randomized Controlled Clinical Trial

    PubMed Central

    White, Kamila S.; Payne, Laura A.; Gorman, Jack M.; Shear, M. Katherine; Woods, Scott W.; Saksa, John R.; Barlow, David H.

    2012-01-01

    Objective To examine the possibility that maintenance cognitive behavior therapy (M–CBT) may improve the likelihood of sustained improvement and reduced relapse in a multi-site randomized controlled clinical trial of patients who met criteria for panic disorder with or without agoraphobia. Method Participants were all patients (N = 379) who first began an open trial of acute-phase CBT. Patients completing and responding to acute-phase treatment were randomized to receive either nine monthly sessions of M-CBT (n = 79) or assessment only (n = 78) and were then followed for an additional 12 months without treatment. Results M–CBT produced significantly lower relapse rates (5.2%) and reduced work and social impairment compared to the assessment only condition (18.4%) at a 21-month follow-up (MFU). Multivariate Cox proportional hazards models showed that residual symptoms of agoraphobia at the end of acute-phase treatment were independently predictive of time to relapse during 21-MFU (HR = 1.15, p < .01). Conclusions M–CBT aimed at reinforcing acute treatment gains to prevent relapse and offset disorder recurrence may improve long-term outcome in PD/A. PMID:23127290

  9. An investigator-blinded, randomized study to compare the efficacy of combined CBT for alcohol use disorders and social anxiety disorder versus CBT focused on alcohol alone in adults with comorbid disorders: the Combined Alcohol Social Phobia (CASP) trial protocol

    PubMed Central

    2013-01-01

    Background Alcohol use disorders and social anxiety disorder are common and disabling conditions that frequently co-exist. Although there are efficacious treatments for each disorder, only two randomized controlled trials of interventions for these combined problems have been published. We developed a new integrated treatment for comorbid Social Anxiety Disorder and Alcohol Use Disorder based on established Motivational Interviewing (MI) and Cognitive Behaviour Therapy (CBT) interventions for the separate disorders. Compared to established MI/CBT for alcohol use disorders this new intervention is hypothesised to lead to greater reductions in symptoms of social anxiety and alcohol use disorder and to produce greater improvements in quality of life. Higher levels of alcohol dependence will result in relatively poorer outcomes for the new integrated treatment. Methods/design A randomised controlled trial comparing 9 sessions of individual integrated treatment for alcohol and social phobia with 9 sessions of treatment for alcohol use problems alone is proposed. Randomisation will be stratified for stable antidepressant use. Post treatment clinical assessments of alcohol consumption and diagnostic status at 3 and 6 month follow-up will be blind to allocation. Discussion The proposed trial addresses a serious gap in treatment evidence and could potentially define the appropriate treatment for a large proportion of adults affected by these problems. Trial registration Australian New Zealand Clinical Trials Registry: ACTRN12608000228381. PMID:23895258

  10. Business Education and Training: A Value-Laden Process. Volume III: Instilling Values in the Educational Process.

    ERIC Educational Resources Information Center

    Natale, Samuel M., Ed.; Fenton, Mark B., Ed.

    This volume contains 21 papers that explore value conflicts in all professions: "Ethics and the Development of Work: The Central Maintenance Computer Case" (Harry Hummels); "Too Many Cooks Spoil the Stew--Ethical Preparation of Interdisciplinary Professionals" (Vincent F. Maher); "Value Conflict in 'Competence-Based' Training Incentives" (John…

  11. Getting the Knowledge-Skills Mix Right in High-Level Vocational Education and Training Qualifications. Occasional Paper

    ERIC Educational Resources Information Center

    Priest, Annie

    2009-01-01

    This paper aims to contribute to the discussion on the quality and accessibility of underpinning knowledge in competency-based training. It uses the Vocational Graduate Certificate and the Vocational Graduate Diploma in Education Design in a Queensland TAFE [technical and further education] institute to examine how the "traditional" knowledge and…

  12. Up-scaling clinician assisted internet cognitive behavioural therapy (iCBT) for depression: A model for dissemination into primary care.

    PubMed

    Andrews, Gavin; Williams, Alishia D

    2015-11-01

    Depression is a global health problem but only a minority of people with depression receive even minimally adequate treatment. Internet delivered automated cognitive behaviour therapy (iCBT) which is easily distributed and in which fidelity is guaranteed could be one solution to the problem of increasing coverage. In this review of iCBT for Major Depressive Disorder in adults, we address the concerns of clinicians in utilizing this technology by reviewing the research evidence with reference to efficacy and effectiveness and presenting a model for dissemination and uptake of iCBT into practice. This review includes studies of participants who would meet criteria for major depressive disorder who were supported as they learnt and implemented changes in thoughts, emotions and behaviours by using cognitive behaviour principles. We conclude that this form of treatment is effective and acceptable to both patients and clinicians. PMID:25043445

  13. A comparison of branched tetraethers in soils and lake sediments from the Rwenzori Mountains, Uganda: Potential for MBT/CBT paleothermometry

    NASA Astrophysics Data System (ADS)

    Loomis, S. E.; Russell, J. M.; Tierney, J. E.; Eggermont, H.

    2009-12-01

    Over the last few years, a novel group of branched glycerol dialkyl glycerol tetraether (GDGT) bacterial membrane lipids have been found in peatlands, soils, and lake sediments across the globe. The relative abundances of methyl branches and cyclopentyl moieties, expressed as the methylation ratio of branched tetraethers (MBT) and the cyclisation ratio of branched tetraethers (CBT), respectively, have been found to correlate to mean annual air temperature (MAAT) and soil pH on a global scale. Although the bacteria producing these compounds are still unknown, this new tool could develop into a continental paleothermometer applicable to lake basins. First, however, we must identify the primary sources of branched GDGTs to lake sediments and their environmental controls. Recent work demonstrates that there are more complex relationships between MBT/CBT and MAAT and soil pH in lake sediments. Yet the correlation between the branched GDGT distributions in soils and lake sediments has been relatively unexplored. Here we present a comparison of MBT and CBT ratios in soils in western Uganda along an elevation transect that includes the Rwenzori Mountains and MBT/CBT values in lake sediment samples to better understand the sources of branched tetraethers in lake sediments. Furthermore, to test the applicability of this paleothermometer in tropical lake sediments, we present MBT/CBT-based temperature reconstructions over the last millennium from gravity cores from Rwenzori lakes. Our data show pre-industrial temperature variability of ~2°C at lower elevations and ~3°C at higher elevations along with sharp temperature increases into the present. These records compare favorably with chironomid-based air temperature reconstructions from the same lakes as well as instrumental data from the area, suggesting that the MBT/CBT proxy is a viable method for continental paleotemperature reconstruction.

  14. Exposure-Based CBT for Older Adults After Fall Injury: Description of a Manualized, Time-Limited Intervention for Anxiety

    PubMed Central

    Jayasinghe, Nimali; Sparks, Martha A.; Kato, Kaori; Wilbur, Kaitlyn; Ganz, Sandy B.; Chiaramonte, Gabrielle R.; Stevens, Bradford L.; Barie, Philip S.; Lachs, Mark S.; O’Dell, Michael; Evans, Arthur T.; Bruce, Martha L.; Difede, JoAnn

    2014-01-01

    Fall accidents among older adults can be devastating events that, in addition to their physical consequences, lead to disabling anxiety warranting the attention of mental health practitioners. This article presents “Back on My Feet,” an exposure-based cognitive-behavioral therapy (CBT) protocol that is designed for older adults with posttraumatic stress disorder (PTSD), subthreshold PTSD, or fear of falling resulting from a traumatic fall. The protocol can be integrated into care once patients have been discharged from hospital or rehabilitation settings back to the community. Following a brief description of its development, the article presents a detailed account of the protocol, including patient evaluation and the components of the eight home-based sessions. The protocol addresses core symptoms of avoidance, physiological arousal/anxiety, and maladaptive thought patterns. Because older patients face different coping challenges from younger patients (for whom the majority of evidence-based CBT interventions have been developed), the discussion ends with limitations and special considerations for working with older, injured patients. The article offers a blueprint for mental health practitioners to address the needs of patients who may present with fall-related anxiety in primary care and other medical settings. Readers who wish to develop their expertise further can consult the online appendices, which include a clinician manual and patient workbook, as well as guidance on additional resources. PMID:25364226

  15. Applications of TEX86 and MBT/CBT indices to paleotemperature estimations in Holocene sediments from the Chuktchi Shelf

    NASA Astrophysics Data System (ADS)

    Park, Y.; Yamamoto, M.; Polyak, L. V.

    2010-12-01

    Paleotemperature estimation is required to understand environmental changes in the Arctic region. We investigated the molecular distribution of glycerol dialkyl glycerol tetraethers (GDGTs) to explore possibilities in the paleotemprature estimation in the Chuktchi-Alaskan margin sediments. We analyzed selected samples from cores HLY0501-JPC5 and HLY0501-JPC8 retrieved during the leg 1 of the Healy-Oden Trans-Arctic Expedition (HOTRAX) of 2005. The regioisomer of creanarchaeol was not detected in all the analyzed samples. This is the unique character specific in sediments from this region. We try to apply several calibrations proposed by Kim et al. (2008) and Kim et al. (2010) to estimate paleotemperatures from GDGT compositions and found that the GDGT-1 (TEX86L) calibration of Kim et al. (2010) gives the most probable values. We also apply MBT/CBT index to estimate paleo-air temperatures. The calibration based on the world soils by Wijers et al. (2008) gives the most probable values. We thus are optimistic about temperature estimates using TEX86 and MBT/CBT indices in the Chukchi-Alaskan margin.

  16. A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation.

    PubMed

    Goudreau, Johanne; Pepin, Jacinthe; Larue, Caroline; Dubois, Sylvie; Descôteaux, Renée; Lavoie, Patrick; Dumont, Katia

    2015-11-01

    Newly graduated nurses need to demonstrate high levels of competencies when they enter the workplace. A competency-based approach to their education is recommended to ensure patients' needs are met. A continuing education intervention consistent with the competency-based approach to education was designed and implemented in eight care units in two teaching hospitals. It consists of a series of 30-min reflective practice groups on clinical events that newly graduated nurses encountered in their practice. It was evaluated using a descriptive longitudinal evaluative research design, combining individual and group interviews with stakeholders, the analysis of facilitators' journal entries, and a research assistant's field notes. The results suggest that issues associated with the implementation of the continuing education intervention revolved around leadership for managers, flexibility for nursing staff, and role shifting for the facilitators. Newly graduated nurses who participated in the study noted that the reflective practice sessions contributed to the development of both clinical reasoning and leadership. Nursing managers stated the advantages of the intervention on nurses' professional development and for the quality and safety of care. Following the end of the study, participants from two units managed to pursue the activity during their work time. PMID:26559351

  17. Psychological Treatment for Panic Disorder with Agoraphobia: A Randomized Controlled Trial to Examine the Role of Therapist-Guided Exposure in situ in CBT

    ERIC Educational Resources Information Center

    Gloster, Andrew T.; Wittchen, Hans-Ulrich; Einsle, Franziska; Lang, Thomas; Helbig-Lang, Sylvia; Fydrich, Thomas; Fehm, Lydia; Hamm, Alfons O.; Richter, Jan; Alpers, George W.; Gerlach, Alexander L.; Strohle, Andreas; Kircher, Tilo; Deckert, Jurgen; Zwanzger, Peter; Hofler, Michael; Arolt, Volker

    2011-01-01

    Objective: Cognitive-behavioral therapy (CBT) is a first-line treatment for panic disorder with agoraphobia (PD/AG). Nevertheless, an understanding of its mechanisms and particularly the role of therapist-guided exposure is lacking. This study was aimed to evaluate whether therapist-guided exposure in situ is associated with more pervasive and…

  18. Guided and unguided CBT for social anxiety disorder and/or panic disorder via the Internet and a smartphone application: study protocol for a randomised controlled trial

    PubMed Central

    2013-01-01

    Background Smartphone technology presents a novel and promising opportunity to extend the reach of psychotherapeutic interventions by moving selected parts of the therapy into the real-life situations causing distress. This randomised controlled trial will investigate the effects of a transdiagnostic, Internet-administered cognitive behavioural (iCBT) self-help program for anxiety, supplemented with a smartphone application. The effect of added therapist support will also be studied. Methods/Design One hundred and fifty participants meeting diagnostic criteria for social anxiety disorder and/or panic disorder will be evenly randomised to either one of three study groups: 1, smartphone-supplemented iCBT with therapist support; 2, smartphone-supplemented iCBT without therapist support; or 3, an active waiting list control group with delayed treatment. Primary outcome measure will be the Generalised Anxiety Disorder 7-item self-rating scale. Secondary measures include other anxiety, depression and quality of life measures. In addition to pre- and post-treatment measurements, the study includes two mid-treatment (days 24 and 48) and two follow-up assessments (12 and 36 months) to assess rapid and long-term effects. Discussion To our knowledge, this is the first study to investigate the effectiveness of smartphone-supplemented iCBT for anxiety disorders. Hence, the findings from this trial will constitute great advancements in the burgeoning and promising field of smartphone-administered psychological interventions. Limitations are discussed. Trial registration Clinicaltrials.gov: NCT01963806 PMID:24351088

  19. Does Maintenance CBT Contribute to Long-Term Treatment Response of Panic Disorder with or without Agoraphobia? A Randomized Controlled Clinical Trial

    ERIC Educational Resources Information Center

    White, Kamila S.; Payne, Laura A.; Gorman, Jack M.; Shear, M. Katherine; Woods, Scott W.; Saksa, John R.; Barlow, David H.

    2013-01-01

    Objective: We examined the possibility that maintenance cognitive behavior therapy (M-CBT) may improve the likelihood of sustained improvement and reduced relapse in a multi-site randomized controlled clinical trial of patients who met criteria for panic disorder with or without agoraphobia. Method: Participants were all patients (N = 379) who…

  20. Cognitive Behavioral Therapy for Adherence and Depression (CBT-AD) in HIV-Infected Injection Drug Users: A Randomized Controlled Trial

    ERIC Educational Resources Information Center

    Safren, Steven A.; O'Cleirigh, Conall M.; Bullis, Jacqueline R.; Otto, Michael W.; Stein, Michael D.; Pollack, Mark H.

    2012-01-01

    Objective: Depression and substance use, the most common comorbidities with HIV, are both associated with poor treatment adherence. Injection drug users comprise a substantial portion of individuals with HIV in the United States and globally. The present study tested cognitive behavioral therapy for adherence and depression (CBT-AD) in patients…

  1. Can a Targeted, Group-Based CBT Intervention Reduce Depression and Anxiety and Improve Self-Concept in Primary-Age Children?

    ERIC Educational Resources Information Center

    O'Callaghan, Paul; Cunningham, Enda

    2015-01-01

    This pilot study examined the impact of a 10 session, group-based, early-intervention cognitive behavioural therapy (CBT) programme (Cool Connections) on anxiety, depression and self-concept in nine 8-11 year old pupils in Northern Ireland. The intervention was facilitated by a teacher, education welfare officer and two classroom assistants, with…

  2. Computerised cognitive behaviour therapy (cCBT) as treatment for depression in primary care (REEACT trial): large scale pragmatic randomised controlled trial

    PubMed Central

    Littlewood, Elizabeth; Hewitt, Catherine; Brierley, Gwen; Tharmanathan, Puvan; Araya, Ricardo; Barkham, Michael; Bower, Peter; Cooper, Cindy; Gask, Linda; Kessler, David; Lester, Helen; Lovell, Karina; Parry, Glenys; Richards, David A; Andersen, Phil; Brabyn, Sally; Knowles, Sarah; Shepherd, Charles; Tallon, Debbie; White, David

    2015-01-01

    Study question How effective is supported computerised cognitive behaviour therapy (cCBT) as an adjunct to usual primary care for adults with depression? Methods This was a pragmatic, multicentre, three arm, parallel randomised controlled trial with simple randomisation. Treatment allocation was not blinded. Participants were adults with symptoms of depression (score ?10 on nine item patient health questionnaire, PHQ-9) who were randomised to receive a commercially produced cCBT programme (“Beating the Blues”) or a free to use cCBT programme (MoodGYM) in addition to usual GP care. Participants were supported and encouraged to complete the programme via weekly telephone calls. Control participants were offered usual GP care, with no constraints on the range of treatments that could be accessed. The primary outcome was severity of depression assessed with the PHQ-9 at four months. Secondary outcomes included health related quality of life (measured by SF-36) and psychological wellbeing (measured by CORE-OM) at four, 12, and 24 months and depression at 12 and 24 months. Study answer and limitations Participants offered commercial or free to use cCBT experienced no additional improvement in depression compared with usual GP care at four months (odds ratio 1.19 (95% confidence interval 0.75 to 1.88) for Beating the Blues v usual GP care; 0.98 (0.62 to 1.56) for MoodGYM v usual GP care). There was no evidence of an overall difference between either programme compared with usual GP care (0.99 (0.57 to 1.70) and 0.68 (0.42 to 1.10), respectively) at any time point. Commercially provided cCBT conferred no additional benefit over free to use cCBT or usual GP care at any follow-up point. Uptake and use of cCBT was low, despite regular telephone support. Nearly a quarter of participants (24%) had dropped out by four months. The study did not have enough power to detect small differences so these cannot be ruled out. Findings cannot be generalised to cCBT offered with a much higher level of guidance and support. What this study adds Supported cCBT does not substantially improve depression outcomes compared with usual GP care alone. In this study, neither a commercially available nor free to use computerised CBT intervention was superior to usual GP care. Funding, competing interests, data sharing Commissioned and funded by the UK National Institute for Health Research (NIHR) Health Technology Assessment (HTA) programme (project No 06/43/05). The authors have no competing interests. Requests for patient level data will be considered by the REEACT trial management group Trial registration Current Controlled Trials ISRCTN91947481. PMID:26559241

  3. Are competence frameworks fit for practice? Examining the validity of competence frameworks for CBT, psychodynamic, and humanistic therapies.

    PubMed

    Roth, Anthony D

    2015-01-01

    Practitioners transporting psychological therapies from a research context to clinical settings need to know what competences they should demonstrate to maintain congruence with the evidence base. This study explores the validity of a suite of competence frameworks for cognitive behavior therapy (CBT), humanistic, and psychodynamic therapies developed to aid the transportation process. Experienced psychological therapists (N = 111) undertook a Q-sort of 100 items, drawn from frameworks representing each of the modalities and including a set of pantheoretical generic competences, rating items as characteristic or uncharacteristic of their orientation. There were significant differences in the way competences were assigned, with practitioners strongly favoring items from their own modality framework and eschewing items from the others. These results confirm the validity of the items within the frameworks; their utility and application is discussed. PMID:24735091

  4. Risk profiles for poor treatment response to internet-delivered CBT in people with social anxiety disorder.

    PubMed

    Tillfors, Maria; Furmark, Tomas; Carlbring, Per; Andersson, Gerhard

    2015-06-01

    In social anxiety disorder (SAD) co-morbid depressive symptoms as well as avoidance behaviors have been shown to predict insufficient treatment response. It is likely that subgroups of individuals with different profiles of risk factors for poor treatment response exist. This study aimed to identify subgroups of social avoidance and depressive symptoms in a clinical sample (N = 167) with SAD before and after guided internet-delivered CBT, and to compare these groups on diagnostic status and social anxiety. We further examined individual movement between subgroups over time. Using cluster analysis we identified four subgroups, including a high-problem cluster at both time-points. Individuals in this cluster showed less remission after treatment, exhibited higher levels of social anxiety at both assessments, and typically remained in the high-problem cluster after treatment. Thus, in individuals with SAD, high levels of social avoidance and depressive symptoms constitute a risk profile for poor treatment response. PMID:26087474

  5. Cognitive Behavioral Therapy for Adherence and Depression (CBT-AD) in HIV-infected Injection Drug Users: A Randomized Controlled Trial

    PubMed Central

    Safren, Steven A.; O’Cleirigh, Conall M.; Bullis, Jacqueline R.; Otto, Michael W.; Stein, Michael D.; Pollack, Mark H.

    2012-01-01

    Objective Depression and substance use, the most common comorbidities with HIV, are both associated with poor treatment adherence. Injection drug users comprise a substantial portion of individuals with HIV in the U.S. and globally. The present study tested cognitive-behavioral therapy for adherence and depression (CBT-AD) in patients with HIV and depression in active substance abuse treatment for injection drug use. Method This is a two-arm, randomized controlled trial (N = 89) comparing CBT-AD to enhanced treatment as usual (ETAU). Analyses were conducted for two time-frames: 1) baseline to post-treatment 2) post-treatment to follow-up at 3- and 6-months after intervention discontinuation. Results At post-treatment, the CBT-AD condition showed significantly greater improvement than ETAU in MEMS (electronic pill cap) based adherence (?slope = 0.8873, t (86) = 2.38, p = .02; dGMA-raw = .64), and depression, assessed by blinded assessor [Mongomery-Asberg Depression Rating Scale (F(1,79) = 6.52, p<.01); d = .55)] and clinical global impression [(F(1,79) = 14.77, p<.001; d = .85)]. After treatment discontinuation, depression gains were maintained, though adherence gains were not. Viral load did not differ across condition, however, the CBT-AD condition had significant improvements in CD4 cell counts over time compared to ETAU (?slope= 2.09, t (76) = 2.20, p = .03; dGMA-raw = .60). Conclusions In patients managing multiple challenges including HIV, depression, substance dependence, and adherence, CBT-AD is a useful way to integrate treatment of depression with an adherence intervention. Continued adherence counseling is likely needed, however, to maintain or augment adherence gains in this population. PMID:22545737

  6. Developing and Successfully Implementing a Competency-Based Portfolio Assessment System in a Postgraduate Family Medicine Residency Program.

    PubMed

    McEwen, Laura A; Griffiths, Jane; Schultz, Karen

    2015-11-01

    The use of portfolios in postgraduate medical residency education to support competency development is increasing; however, the processes by which these assessment systems are designed, implemented, and maintained are emergent. The authors describe the needs assessment, development, implementation, and continuing quality improvement processes that have shaped the Portfolio Assessment Support System (PASS) used by the postgraduate family medicine program at Queen's University since 2009. Their description includes the impetus for change and contextual realities that guided the effort, plus the processes used for selecting assessment components and developing strategic supports. The authors discuss the identification of impact measures at the individual, programmatic, and institutional levels and the ways the department uses these to monitor how PASS supports competency development, scaffolds residents' self-regulated learning skills, and promotes professional identity formation. They describe the "academic advisor" role and provide an appendix covering the portfolio elements. Reflection elements include learning plans, clinical question logs, confidence surveys, and reflections about continuity of care and significant incidents. Learning module elements cover the required, online bioethics, global health, and consult-request modules. Assessment elements cover each resident's research project, clinical audits, presentations, objective structured clinical exam and simulated office oral exam results, field notes, entrustable professional activities, multisource feedback, and in-training evaluation reports. Document elements are the resident's continuing medical education activities including procedures log, attendance log, and patient demographic summaries.The authors wish to support others who are engaged in the systematic portfolio-design process or who may adapt aspects of PASS for their local programs. PMID:25993277

  7. A Randomized Controlled Trial of Cognitive Behavioral Therapy for Adherence and Depression (CBT-AD) in Patients With Uncontrolled Type 2 Diabetes

    PubMed Central

    Safren, Steven A.; Gonzalez, Jeffrey S.; Wexler, Deborah J.; Psaros, Christina; Delahanty, Linda M.; Blashill, Aaron J.; Margolina, Aleksandra I.; Cagliero, Enrico

    2014-01-01

    OBJECTIVE To test cognitive behavioral therapy for adherence and depression (CBT-AD) in type 2 diabetes. We hypothesized that CBT-AD would improve adherence; depression; and, secondarily, hemoglobin A1c (A1C). RESEARCH DESIGN AND METHODS Eighty-seven adults with unipolar depression and uncontrolled type 2 diabetes received enhanced treatment as usual (ETAU), including medication adherence, self-monitoring of blood glucose (SMBG), and lifestyle counseling; a provider letter documented psychiatric diagnoses. Those randomized to the intervention arm also received 9–11 sessions of CBT-AD. RESULTS Immediately after acute treatment (4 months), adjusting for baseline, CBT-AD had 20.7 percentage points greater oral medication adherence on electronic pill cap (95% CI ?31.14 to ?10.22, P = 0.000); 30.2 percentage points greater SMBG adherence through glucometer downloads (95% CI ?42.95 to ?17.37, P = 0.000); 6.44 points lower depression scores on the Montgomery-Asberg Depression Rating Scale (95% CI 2.33–10.56, P = 0.002); 0.74 points lower on the Clinical Global Impression (95% CI 0.16–1.32, P = 0.01); and 0.72 units lower A1C (95% CI 0.29–1.15, P = 0.001) relative to ETAU. Analyses of 4-, 8-, and 12-month follow-up time points indicated that CBT-AD maintained 24.3 percentage points higher medication adherence (95% CI ?38.2 to ?10.3, P = 0.001); 16.9 percentage points greater SMBG adherence (95% CI ?33.3 to ?0.5, P = 0.043); and 0.63 units lower A1C (95% CI 0.06–1.2, P = 0.03) after acute treatment ended. For depression, there was some evidence of continued improvement posttreatment, but no between-group differences. CONCLUSIONS CBT-AD is an effective intervention for adherence, depression, and glycemic control, with enduring and clinically meaningful benefits for diabetes self-management and glycemic control in adults with type 2 diabetes and depression. PMID:24170758

  8. Who Benefits From CBT for Insomnia in Primary Care? Important Patient Selection and Trial Design Lessons from Longitudinal Results of the Lifestyles Trial

    PubMed Central

    McCurry, Susan M.; Shortreed, Susan M.; Von Korff, Michael; Balderson, Benjamin H.; Baker, Laura D.; Rybarczyk, Bruce D.; Vitiello, Michael V.

    2014-01-01

    Study Objectives: Evaluate long-term effects of group interventions on sleep and pain outcomes in a primary care population of older adults with osteoarthritis pain and sleep disturbance. Design: Double-blind, cluster-randomized controlled trial with 18-mo follow-up. Setting: Group Health and University of Washington, Seattle, WA, from 2009 to 2011. Participants: Three hundred sixty-seven adults age 60 y and older, with osteoarthritis pain and insomnia symptoms. Interventions: Six weekly sessions of group cognitive behavioral therapy for insomnia and pain (CBT-PI), pain alone (CBT-P), and education-only control (EOC) delivered in patients' primary care clinics. Measurements and Results: There were no significant differences between treatment groups in sleep outcomes at 18 mo. This is a change from published significant 9-mo follow-up results for insomnia severity (Insomnia Severity Index) and sleep efficiency. There were no significant treatment differences in pain at either follow-up. Post hoc analyses of participants with greater insomnia and pain severity at baseline (n = 98) showed significant (P = 0.01) 18-mo reductions in pain comparing CBT-PI versus CBT-P (adjusted mean difference [AMD] = -1.29 [95% confidence interval (CI): -2.24,-0.33]). Moderate, albeit nonsignificant, CBT-PI versus EOC treatment effects for insomnia severity (AMD = -1.43 [95% CI: -4.71, 1.86]) and sleep efficiency (AMD = 2.50 [95% CI: -5.04, 10.05]) were also observed. Possible trial design and methodological considerations that may have affected results are discussed. Conclusions: Results suggest patients with higher levels of comorbid pain and insomnia may be most likely to experience sustained benefit from cognitive behavioral therapy interventions over time, and inclusion of insomnia treatment may yield more clinically meaningful improvements than cognitive behavioral therapy for pain alone. Trial Registration: clinicaltrials.gov identifier: NCT01142349. Citation: McCurry SM; Shortreed SM; Von Korff M; Balderson BH; Baker LD; Rybarczyk BD; Vitiello MV. Who benefits from CBT for insomnia in primary care? Important patient selection and trial design lessons from longitudinal results of the Lifestyles trial. SLEEP 2014;37(2):299-308. PMID:24497658

  9. Bacterial GDGTs in Holocene sediments and catchment soils of a high-alpine lake: application of the MBT/CBT-paleothermometer

    NASA Astrophysics Data System (ADS)

    Niemann, H.; Stadnitskaia, A.; Wirth, S. B.; Gilli, A.; Anselmetti, F. S.; Sinninghe Damsté, J. S.; Schouten, S.; Hopmans, E. C.; Lehmann, M. F.

    2011-10-01

    A novel proxy for continental mean annual air temperature (MAAT) and soil-pH, the MBT/CBT-paleothermometer, is based on the temperature (T) and pH-dependent distribution of specific bacterial membrane lipids (branched glycerol dialkyl glycerol tetraethers - GDGTs) in soil organic matter. Here, we tested the applicability of the MBT/CBT-paleothermometer to sediments from Lake Cadagno, a small high-alpine lake in southern Switzerland with a small catchment of 2.4 km2. We analysed the distribution of bacterial GDGTs in catchment soils and in a radiocarbon-dated sediment core from the centre of the lake, covering the entire Holocene. The composition of bacterial GDGTs in soils are almost identical to that in the lake's surface sediments, indicating a common origin of the lipids. Consequently, their transfer from the soils into the sediment record is undisturbed, apparently without any significant alteration of their distribution through in situ production or early diagenesis of branched GDGTs. The MBT/CBT-inferred MAAT-estimates from soils and surface sediments are in good agreement with instrumental values for the Lake Cadagno region (~0.5 °C). Moreover, downcore MBT/CBT-derived MAAT-estimates match in timing and magnitude other proxy-based T-reconstructions from nearby locations for the last two millennia. Major climate anomalies recorded by the MBT/CBT-paleothermometer are, for instance, the Little Ice Age (~14th to 19th century) and the Medieval Warm Period (~10th to 14th century). Together, our observations confirm the applicability of the MBT/CBT-paleothermometer to Lake Cadagno sediments. Consistent with other T-records from both the Alps and from the subpolar NE-Atlantic, our lacustrine paleotemperature record indicates Holocene MAAT-variations with an apparent cyclicity of ~2 kyr. The good temporal match of the warm periods determined for the S-Alpine region with NW-European winter precipitation strength implies a strong and far-reaching influence of the North Atlantic Oscillation on continental European Holocene T-variations.

  10. Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part J. ACE Competency Based Job Descriptions: Sales Core Job Description; #36--Sales, Automotive Parts; #37--Sales, Retail; #38--Salesperson, Garden & Housewares; #39--Salesperson, Women's Garments.

    ERIC Educational Resources Information Center

    San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

    This seventh of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Salesperson, Automotive Parts; Sales Clerk, Retail; Salesperson, Garden and Housewares; and Salesperson, Women's Garments. Each begins with a fact sheet that includes this information: occupational title,…

  11. Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part H. ACE Competency Based Job Descriptions: #25--Household Appliance Mechanic; #26--Lineworker; #27--Painter Helper, Spray; #28--Painter, Brush; #29--Carpenter Apprentice.

    ERIC Educational Resources Information Center

    San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

    This fifth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Household Appliance Mechanic; Lineworker; Painter Helper, Spray; Painter, Brush; and Carpenter Apprentice. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE…

  12. Emergency preparedness: addressing a residency training gap.

    PubMed

    Uddin, Sayeedha Ghori; Barnett, Daniel J; Parker, Cindy L; Links, Jonathan M; Alexander, Miriam

    2008-03-01

    As the importance of physician involvement and leadership in crisis preparedness is recognized, the literature suggests that few physicians are adequately trained to practice effectively in a large-scale crisis situation. A logical method for addressing the emergency preparedness training deficiency identified across several medical specialties is to include disaster and emergency preparedness training in residency curricula. In this article, the authors outline the development and implementation of an emergency preparedness curriculum for the Johns Hopkins General Preventive Medicine Residency (JHGPMR) from 2004 to 2006. The curriculum consists of two components. The first was developed for the academic year in the JHGPMR and includes didactic lectures, practical exercises to apply new knowledge, and an opportunity to integrate the knowledge and skills in a real-world exercise. The second, developed for the practicum year of the residency, includes Web-based lectures and online content and culminates in a tabletop preparedness exercise. Topics for both components include weapons of mass destruction, risk communication and personal preparedness, aspects of local emergency response planning, and mental health and psychological aspects of terrorism. On the basis of the emergency preparedness training gap that has been identified in the literature, and the success of the three-year experience in implementing a preparedness training curriculum in the JHGPMR, the authors recommend incorporation of competency-based emergency preparedness training for residencies of all specialties, and offer insights into how the described curriculum could be adapted for use in other residency settings. PMID:18316882

  13. RXR Partial Agonist CBt-PMN Exerts Therapeutic Effects on Type 2 Diabetes without the Side Effects of RXR Full Agonists

    PubMed Central

    2012-01-01

    Treating insulin resistance and type 2 diabetes in rodents, currently known retinoid X receptor (RXR) agonists induce significant adverse effects. Here we introduce a novel RXR partial agonist CBt-PMN (11b), which shows a potent glucose-lowering effect and improvements of insulin secretion and glucose tolerance without the serious adverse effects caused by RXR full agonists. We suggest that RXR partial agonists may be a new class of antitype 2 diabetes drug candidates. PMID:24900488

  14. The GoodNight study—online CBT for insomnia for the indicated prevention of depression: study protocol for a randomised controlled trial

    PubMed Central

    2014-01-01

    Background Cognitive Behaviour Therapy for Insomnia (CBT-I) delivered through the Internet is effective as a treatment in reducing insomnia in individuals seeking help for insomnia. CBT-I also lowers levels of depression in this group. However, it is not known if targeting insomnia using CBT-I will lower depressive symptoms, and thus reduce the risk of major depressive episode onset, in those specifically at risk for depression. Therefore, this study aims to examine whether Internet delivery of fully automated self-help CBT-I designed to reduce insomnia will prevent depression. Method/design A sample of 1,600 community-dwelling adults (aged 18–64), who screen positive for both subclinical levels of depressive symptoms and insomnia, will be recruited via various media and randomised to either a 9-week online insomnia treatment programme, Sleep Healthy Using The internet (SHUTi), or an online attention-matched control group (HealthWatch). The primary outcome variable will be depression symptom levels at the 6-month post-intervention on the Patient Heath Questionnaire-9 (PHQ-9). A secondary outcome will be onset of major depressive episodes assessed at the 6-month post-intervention using ‘current’ and ‘time from intervention’ criteria from the Mini International Neuropsychiatric Interview. Discussion This trial is the first randomised controlled trial of an Internet-based insomnia intervention as an indicated preventative programme for depression. If effective, online provision of a depression prevention programme will facilitate dissemination. Trial registration Australian New Zealand Clinical Trials Registry (ANZCTR), Registration number: ACTRN12611000121965. PMID:24524214

  15. Sleep Disturbances in Individuals with Alcohol-Related Disorders: A Review of Cognitive-Behavioral Therapy for Insomnia (CBT-I) and Associated Non-Pharmacological Therapies

    PubMed Central

    Brooks, Alyssa T; Wallen, Gwenyth R

    2014-01-01

    Sleep disturbances are common among alcohol-dependent individuals and are often associated with relapse. The utility of behavioral therapies for sleep disturbances, including cognitive-behavioral therapy for insomnia (CBT-I), among those with alcohol-related disorders is not well understood. This review systematically evaluates the evidence of CBT-I and related behavioral therapies applied to those with alcohol-related disorders and accompanying sleep disturbances. A search of four research databases (PubMed, PsycINFO, Embase, and CINAHL Plus) yielded six studies that met selection criteria. Articles were reviewed using Cochrane’s Grades of Recommendation, Assessment, Development, and Evaluation (GRADE) scoring system. A majority of the studies demonstrated significant improvements in sleep efficiency among behavioral therapy treatment group(s), including but not limited to CBT-I. While behavioral sleep interventions have been successful in varied populations, they may not be utilized to their full potential among those with alcohol-related disorders as evidenced by the low number of studies found. These findings suggest a need for mixed-methods research on individuals’ sleep experience to inform interventions that are acceptable to the target population. PMID:25288884

  16. Water pH and temperature in Lake Biwa from MBT'/CBT indices during the last 280 000 years

    NASA Astrophysics Data System (ADS)

    Ajioka, T.; Yamamoto, M.; Takemura, K.; Hayashida, A.; Kitagawa, H.

    2014-10-01

    We generated a 280 000 yr record of water pH and temperature in Lake Biwa, central Japan, by analysing the methylation index (MBT') and cyclisation ratio (CBT) of branched tetraethers in sediments from piston and borehole cores. Our aim was to understand the responses of precipitation and air temperature in central Japan to the East Asian monsoon variability on orbital timescales. Because the water pH in Lake Biwa is determined by phosphorus and alkali cation inputs, the record of water pH should indicate the changes in precipitation and temperature in central Japan. Comparison with a pollen assemblage in a Lake Biwa core suggests that lake water pH was determined by summer temperature in the low-eccentricity period before 55 ka, while it was determined by summer precipitation in the high-eccentricity period after 55 ka. From 130 to 55 ka, the variation in lake pH (summer precipitation) lagged behind that in summer temperature by several thousand years. This perspective is consistent with the conclusions of previous studies (Igarashi and Oba, 2006; Yamamoto, 2009), in that the temperature variation preceded the precipitation variation in central Japan.

  17. Water pH and temperature in Lake Biwa from MBT'/CBT indices during the last 282 000 years

    NASA Astrophysics Data System (ADS)

    Ajioka, T.; Yamamoto, M.; Takemura, K.; Hayashida, A.

    2014-03-01

    We generated a 282 000-year record of water pH and temperature in Lake Biwa, central Japan, by analysing the methylation index (MBT') and cyclisation ratio (CBT) of branched tetraethers in sediments from piston and borehole cores to understand the responses of precipitation and air temperature in central Japan to the East Asian monsoon variability on the orbital timescale. Because water pH in Lake Biwa is determined by phosphorus input driven by precipitation, the record of water pH should indicate changes in summer precipitation in central Japan. The estimated pH showed significant periodicity at 19 and 23 ka (precession) and at 41 ka (obliquity). The variation in the estimated pH agrees with variation in the pollen temperature index. This indicates synchronous variation in summer air temperature and precipitation in central Japan, which contradicts the conclusions of previous studies. The variation in estimated pH was also synchronous with the variation of oxygen isotopes in stalagmites in China, suggesting that East Asian summer monsoon precipitation was governed by Northern Hemisphere summer insolation on orbital timescales. However, the estimated winter temperatures were higher during interglacials and lower during glacials, showing an eccentricity cycle. This suggests that the temperature variation reflected winter monsoon variability.

  18. Depression CBT treatment gains among HIV-infected persons with a history of injection drug use varies as a function of baseline substance use.

    PubMed

    Labbe, Allison K; O'Cleirigh, Conall M; Stein, Michael; Safren, Steven A

    2015-01-01

    Depression and substance use, the most common comorbidities with HIV, are both associated with poor treatment outcomes and accelerated HIV disease progression. Though previous research has demonstrated short-term and follow-up success for cognitive behavioral therapy for adherence and depression (CBT-AD) on depression outcomes among patients with HIV in care and among patients with HIV in active substance abuse treatment for injection drug use (IDU), there is little information regarding possible moderating effects of active use versus abstinence on depression treatment gains. The present study aimed to examine recent substance use at treatment initiation as a moderator of the acute and maintenance effects of CBT-AD on depression. We used data from a two-arm, randomized controlled trial (N?=?89) comparing CBT-AD to enhanced treatment as usual in individuals in treatment for IDU. To test whether depression at time of presentation affected outcomes, repeated-measures ANOVAs were conducted for two time frames: (1) acute phase (baseline to post-treatment) (acute) and (2) maintenance phase (baseline to 12-month follow-up). To further examine maintenance of gains, we additionally looked at post-treatment to 12-month follow-up. Depression scores derived from the clinical global impression for severity and the Montgomery-Asberg depression rating scale (MADRS) served as the primary outcome variables. Acute (baseline post treatment) moderation effects were found for those patients endorsing active drug use at baseline in the CBT-AD condition, who demonstrated the greatest reductions in MADRS scores at post-treatment (F[1,76]?=?6.78, p?=?.01) and follow-up (F[1,61]?=?5.46, p?=?.023). Baseline substance use did not moderate differences from post-treatment to 12-month follow-up as depression treatment gains that occurred acutely from baseline to post-treatment were maintained across both patients engaged in substance use and abstainers. We conclude that CBT-AD for triply diagnosed patients (i.e. HIV, depression, and substance dependence) is useful for treating depression for both patients with a history of substance use, as well as patients currently engaged in substance use. PMID:25588153

  19. Bacterial GDGTs in Holocene sediments and catchment soils of a high-alpine lake: application of the MBT/CBT-paleothermometer

    NASA Astrophysics Data System (ADS)

    Niemann, H.; Stadnitskaia, A.; Wirth, S. B.; Gilli, A.; Anselmetti, F. S.; Sinninghe Damsté, J. S.; Schouten, S.; Hopmans, E. C.; Lehmann, M. F.

    2012-04-01

    A novel proxy for continental mean annual air temperature (MAAT) and soil-pH, the MBT/CBT-paleothermometer, is based on the temperature (T) and pH-dependent distribution of specific bacterial membrane lipids (branched glycerol dialkyl glycerol tetraethers - GDGTs) in soil organic matter. Here, we tested the applicability of the MBT/CBT-paleothermometer to sediments from Lake Cadagno, a small high-alpine lake in southern Switzerland with a small catchment of 2.4 km2. We analysed the distribution of bacterial GDGTs in catchment soils and in a radiocarbon-dated sediment core, which covers the entire Holocene. The composition of bacterial GDGTs in soils are almost identical to that in the lake's surface sediments, indicating a common origin of the lipids. Consequently, the transfer of GDGTs from the soils into the sediment record seems undisturbed, probably without any significant alteration through in situ production or early diagenesis. This could be related to the euxinic conditions of Lake Cadagno, which persisted over the entire Holocene. The MBT/CBT-inferred MAAT-estimates from soils and surface sediments are in good agreement with instrumental values for the Lake Cadagno region (~ 0.5 °C). Moreover, downcore MBT/CBT-derived MAAT-estimates match in timing and magnitude other proxy-based T-reconstructions from nearby locations for the last two millennia. Major climate anomalies recorded by the MBT/CBT-paleothermometer are, for instance, the Little Ice Age (~14th to 19th century) and the Medieval Warm Period (~10th to14th century). Together, our observations indicate a high potential to use branched GDGTs in Lake Cadagno sediments for paleo-climate reconstructions. Consistent with other T-records from both the Alps and from the subpolar NE-Atlantic, our lacustrine paleotemperature record indicates Holocene MAAT-variations with T-highs at ~1, 3, 5, 7, and 11 kyr BP. The good temporal match of the warm periods determined for the S-Alpine region with NW-European winter precipitation strength implies a strong and far-reaching influence of the North Atlantic Oscillation on continental European Holocene T-variations.

  20. The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) compared to other international frameworks

    PubMed Central

    Hautz, Stefanie C.; Hautz, Wolf E.; Keller, Niklas; Feufel, Markus A.; Spies, Claudia

    2015-01-01

    Background: In Germany, a national competence based catalogue of learning objectives in medicine (NKLM) was developed by the Society for Medical Education and the Council of Medical Faculties. As many of its international counterparts the NKLM describes the qualifications of medical school graduates. The definition of such outcome frameworks indents to make medical education transparent to students, teachers and society. The NKLM aims to amend existing lists of medical topics for assessment with learnable competencies. All outcome frameworks are structured into chapters, domains or physician roles. The definition of the scholar-role poses a number of questions such as: What distinguishes necessary qualifications of a scientifically qualified physician from those of a medical scientist? Methods: 13 outcome frameworks were identified through a systematic three-step literature review and their content compared to the scholar role in the NKLM by means of a qualitative text analysis. The three steps consist of (1) search for outcome frameworks, (2) in- and exclusion, and (3) data extraction, categorization, and validation. The results were afterwards matched with the scholar role of the NKLM. Results: Extracted contents of all frameworks may be summarized into the components Common Basics, Clinical Application, Research, Teaching and Education, and Lifelong Learning. Compared to the included frameworks the NKLM emphasises competencies necessary for research and teaching while clinical application is less prominently mentioned. Conclusion: The scholar role of the NKLM differs from other international outcome frameworks. Discussing these results shall increase propagation and understanding of the NKLM and thus contribute to the qualification of future medical graduates in Germany. PMID:26609287

  1. The Peaceful Mind Program: A Pilot Test of a CBT-Based Intervention for Anxious Patients with Dementia

    PubMed Central

    Stanley, Melinda A.; Calleo, Jessica; Bush, Amber L.; Wilson, Nancy; Snow, A. Lynn; Kraus-Schuman, Cynthia; Paukert, Amber L.; Petersen, Nancy J.; Brenes, Gretchen A.; Schulz, Paul E.; Williams, Susan P.; Kunik, Mark E.

    2012-01-01

    Objectives To assess feasibility and to conduct a preliminary evaluation of outcomes following Peaceful Mind, a CBT-based intervention for anxiety in dementia, relative to usual care (UC). Design Pilot randomized controlled trial including assessments at baseline, 3 and 6 months Setting Houston, TX Participants 32 outpatients diagnosed with mild (47%) or moderate (53%) dementia receiving care through outpatient clinics at the Veterans Affairs medical center, Baylor College of Medicine, Harris County Hospital District and community day centers for dementia, and their collaterals, who spent at least 8 hours a week with them. Intervention Peaceful Mind included up to 12 weekly in-home sessions (mean = 8.7, SD = 2.27) during the initial 3 months and up to eight brief telephone sessions (mean = 5.4, SD = 3.17) during months 3 to 6, involving self-monitoring for anxiety, deep breathing, and optional skills (coping self-statements, behavioral activation and sleep management). Patients learned skills, and collaterals served as coaches. In UC, patients received diagnostic feedback; and providers were informed of inclusion status. Measurements Neuropsychiatric Inventory-Anxiety subscale, Rating Anxiety in Dementia scale, Penn State Worry Questionnaire-Abbreviated, Geriatric Anxiety Inventory, Geriatric Depression Scale, Quality of Life in Alzheimer’s disease, Patient Health Questionnaire, Client Satisfaction Questionnaire Results Feasibility was demonstrated with regard to recruitment, attrition, and treatment characteristics. At 3 months, clinicians rated patients receiving Peaceful Mind as less anxious, and patients rated themselves as having higher quality of life; collaterals reported less distress related to loved ones’ anxiety. Although significant positive effects were not noted in other outcomes or at 6-month follow-up, the pilot nature of the trial prohibits conclusions about efficacy. Conclusions Results support that Peaceful Mind is ready for future comparative clinical trials. PMID:23567399

  2. Integration of cognitive-behavioral therapy with gait training for a 58-year-old male with a fear of falling: a case report.

    PubMed

    Vendrely, Ann; Messmer, Eric; Moseley, Jennifer

    2012-04-01

    Fear of falling is a common concern among adults over age 65, which results in decreased activity levels. Cognitive-behavioral therapy (CBT) uses psychological techniques to redirect negative cognitive, emotional, or behavioral affects for improvement of self-efficacy and reduced fear of falling. The purpose of this case study is to describe the integration of CBT into the physical therapy (PT) management of a middle-aged male with fear of falling and difficulty walking. The single subject was a 58-year-old male with complaints of frequently losing his balance, feeling unstable while walking, and requiring the use of a walker to ambulate. During the initial PT examination his primary impairment was difficulty ambulating in open spaces. Dynamic Gait Index (DGI) was 8/24 and the Modified Falls Efficacy Score (MFES) was 6.36/10. The interventions began with a general lower extremity strengthening program, balance exercises, and gait training. At visit 9, CBT techniques of cognitive restructuring were added. Visualization of correct gait patterns was added to the program during visit 10, which continued until discharge after visit 14. Measurements on the DGI improved to 23/24 and MFES improved to 9.43/10 at discharge. Gait pattern improved with the ability to ambulate indoors without an assistive device and using only a straight cane for community ambulation. The use of CBT is well documented as a group intervention for older adults with fear of falling, but CBT techniques may also be helpful for younger adults with fear of falling. PMID:21929323

  3. Use of Branched Glycerol Dialkyl Glycerol Tetraethers and the MBT/CBT Proxy: a Paleothermometer for the Islands of Hawaii and Oahu

    NASA Astrophysics Data System (ADS)

    Jenzen, E. T.; Fang, J.; Field, D. B.

    2012-12-01

    Branched glycerol dialkyl glycerol tetraethers (GDGTs), produced by a yet unknown phyla of bacteria, have previously been found to be ubiquitous within soils. Through quantification of abundance of 4 varying types of GDGTs within a soil sample, the methylation of branched tetraethers (MBT) and the cyclization of branched tetraethers (CBT) can be determined. While prior researchers have deduced that CBT closely correlates to paleo-pH of soil and the MBT proxy corresponds to both paleo-temperature and paleo-pH of soils, it has been explicitly and unanimously stated that local calibrations are necessary for application of the MBT/CBT proxy to be viable. Additionally, there is very limited terrestrial paleo-temperature data for the Pacific subtropical gyre. In order to develop a calibrated MBT/CBT proxy for Hawaii, 8 sites of varying elevation (800-1600m a.s.l.) along the Laupahoehoe region of Mauna Kea as well as a diversity of sites around the island of Oahu were chosen and samples of the soil-surface were taken. Sites around Oahu include both the windward and leeward side, accounting for the orographic effect, as well as sites of varying elevations. Analysis and quantification was done using liquid chromatography-mass spectrometry (LC-MS). Preliminary results have thus far confirmed the hypothesized outcome that temperature and pH do in fact have a direct affect on the abundance of GDGTs in Hawaiian surface-soils. Although consistent with previous research in that abundance of GDGTs is linked to both temperature and pH, the results show that effectiveness of the MBT proxy at finding minute changes in temperature in Hawaii is limited, (as previous research has been conducted mainly on higher latitude soils with more variant temperature distributions). Therefore, it is pertinent to use the calibration for mainly larger scale temperature changes. Results of the calibration are currently being applied down-core to detect temperature changes during the last glacial-interglacial cycle. Developing this proxy will aid in upcoming research conducted in Hawaii to determine paleo-temperature change through time and will in turn aid in determining future implications for climate change.

  4. Using virtual reality to improve the efficacy of cognitive-behavioral therapy (CBT) in the treatment of late-life anxiety: preliminary recommendations for future research.

    PubMed

    Grenier, Sébastien; Forget, Hélène; Bouchard, Stéphane; Isere, Sébastien; Belleville, Sylvie; Potvin, Olivier; Rioux, Marie-Ève; Talbot, Mélissa

    2015-07-01

    Cognitive-behavioral therapy (CBT) using traditional exposure techniques (i.e. imaginal and in vivo) seems less effective to treat anxiety in older adults than in younger ones. This is particularly true when imaginal exposure is used to confront the older patient to inaccessible (e.g. fear of flying) or less tangible/controllable anxiety triggers (e.g. fear of illness). Indeed, imaginal exposure may become less effective as the person gets older since normal aging is characterized by the decline in cognitive functions involved in the creation of vivid/detailed mental images. One way to circumvent this difficulty is to expose the older patient to a virtual environment that does not require the ability to imagine the frightening situation. In virtuo exposure has proven to be efficient to treat anxiety in working-age people. In virtuo exposure could be employed to improve the efficacy of CBT with exposure sessions in the treatment of late-life anxiety? The current paper explores this question and suggests new research avenues. PMID:25381697

  5. A systems approach to computer-based training

    NASA Technical Reports Server (NTRS)

    Drape, Gaylen W.

    1994-01-01

    This paper describes the hardware and software systems approach used in the Automated Recertification Training System (ARTS), a Phase 2 Small Business Innovation Research (SBIR) project for NASA Kennedy Space Center (KSC). The goal of this project is to optimize recertification training of technicians who process the Space Shuttle before launch by providing computer-based training courseware. The objectives of ARTS are to implement more effective CBT applications identified through a need assessment process and to provide an ehanced courseware production system. The system's capabilities are demonstrated by using five different pilot applications to convert existing classroom courses into interactive courseware. When the system is fully implemented at NASA/KSC, trainee job performance will improve and the cost of courseware development will be lower. Commercialization of the technology developed as part of this SBIR project is planned for Phase 3. Anticipated spin-off products include custom courseware for technical skills training and courseware production software for use by corporate training organizations of aerospace and other industrial companies.

  6. Training in intensive care medicine. A challenge within reach.

    PubMed

    Castellanos-Ortega, A; Rothen, H U; Franco, N; Rayo, L A; Martín-Loeches, I; Ramírez, P; Cuñat de la Hoz, J

    2014-01-01

    The medical training model is currently immersed in a process of change. The new paradigm is intended to be more effective, more integrated within the healthcare system, and strongly oriented towards the direct application of knowledge to clinical practice. Compared with the established training system based on certification of the completion of a series or rotations and stays in certain healthcare units, the new model proposes a more structured training process based on the gradual acquisition of specific competences, in which residents must play an active role in designing their own training program. Training based on competences guarantees more transparent, updated and homogeneous learning of objective quality, and which can be homologated internationally. The tutors play a key role as the main directors of the process, and institutional commitment to their work is crucial. In this context, tutors should receive time and specific formation to allow the evaluation of training as the cornerstone of the new model. New forms of objective summative and training evaluation should be introduced to guarantee that the predefined competences and skills are effectively acquired. The free movement of specialists within Europe is very desirable and implies that training quality must be high and amenable to homologation among the different countries. The Competency Based training in Intensive Care Medicine in Europe program is our main reference for achieving this goal. Scientific societies in turn must impulse and facilitate all those initiatives destined to improve healthcare quality and therefore specialist training. They have the mission of designing strategies and processes that favor training, accreditation and advisory activities with the government authorities. PMID:24589154

  7. Satisfactory completion of dental vocational training in Scotland: a system of assessment.

    PubMed

    Prescott-Clements, L; Hurst, Y; Rennie, J S

    2003-09-01

    Formal assessment of dental vocational training (DVT) has been an issue since 1993 when DVT became mandatory for graduates wishing to practice within the NHS. There have been a number of other drivers for change, including concerns about the capabilities of new graduates, a lack of standardisation of the training experience and accountability for standards of training. All of these factors contributed to the decision, by the Scottish Council for Postgraduate Medical and Dental Education (now part of NHS Education for Scotland--NES), to support a programme of research into the development of a competency-based system of assessment for DVT. During the life of this project the argument for introducing assessment of DVT and General Professional Training (GPT) has become ever stronger. PMID:14671786

  8. Southern Ductile Training Manual.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This instructor's manual contains the materials required to conduct the competency-based workplace literacy program that was developed to help employees at a foundry that has evolved from a small, family-owned business into a major foundry group with several automated production systems. The workplace literacy program consists of 24 lessons in…

  9. Transport of branched tetraether lipids from the Tagus River basin to the coastal ocean of the Portuguese margin: consequences for the interpretation of the MBT'/CBT paleothermometer

    NASA Astrophysics Data System (ADS)

    Zell, C.; Kim, J.-H.; Balsinha, M.; Dorhout, D.; Fernandes, C.; Baas, M.; Sinninghe Damsté, J. S.

    2014-10-01

    Branched glycerol dialkyl glycerol tetraethers (brGDGTs), which are thought to be transported from soil to marine sediment by rivers, have been used to reconstruct the mean annual air temperature (MAAT) and soil pH of the drainage basin using the methylation index of branched tetraethers (MBT, recently refined as MBT') and cyclization index of branched tetraethers (CBT) from coastal marine sediment records. In this study, we trace the brGDGTs from source to sink in the Tagus River basin, the longest river system on the Iberian Peninsula, by determining their concentration and distribution in soils, river suspended particulate matter (SPM), riverbank sediments, marine SPM, and marine surface sediments. The concentrations of brGDGTs in river SPM were substantially higher and their distributions were different compared to those of the drainage basin soils. This indicates that brGDGTs are mainly produced in the river itself. In the marine environment, the brGDGT concentrations rapidly decreased with increasing distance from the Tagus estuary. At the same time, the brGDGT distributions in marine sediments also changed, indicating that marine in situ production also takes place. These results show that there are various problems that complicate the use of the MBT'/CBT for paleoreconstructions using coastal marine sediments in the vicinity of a river. However, if the majority of brGDGTs are produced in the river, it might be possible to reconstruct the environmental (temperature and pH) conditions of the river water using appropriate aquatic calibrations, provided that marine core locations are chosen in such a way that the brGDGTs in their sediments are predominantly derived from riverine in situ production.

  10. Transport of branched tetraether lipids from the Tagus River basin to the coastal ocean of the Portuguese margin: consequences for the interpretation of the MBT'/CBT paleothermometer

    NASA Astrophysics Data System (ADS)

    Zell, C.; Kim, J.-H.; Balsinha, M.; Dorhout, D.; Fernandes, C.; Baas, M.; Sinninghe Damsté, J. S.

    2014-03-01

    Branched glycerol dialkyl glycerol tetraethers (brGDGTs), which are transported from soil to marine sediment by rivers, have been used to reconstruct the mean annual air temperature (MAAT) and soil pH of the drainage basin using the methylation index of branched tetraethers (MBT, recently refined as MBT') and cyclization index of branched tetraethers (CBT) from coastal marine sediment records. In this study we are tracing the brGDGTs from source to sink in the Tagus River basin, the longest river system on the Iberian Peninsula, by determining their concentration and distribution in soils, river suspended particulate matter (SPM), riverbank sediments, marine SPM, and marine surface sediments. The concentrations of brGDGTs in river SPM were substantially higher and their distributions were different compared to those of the drainage basin soils. This indicates that brGDGTs are mainly produced in the river itself. In the marine environment, the brGDGT concentrations rapidly decreased with increasing distance from the Tagus estuary. At the same time, the brGDGT distributions in marine sediments also changed, indicating that marine in-situ production also takes place. These results show that there are various problems that complicate the use of the MBT'/CBT for paleoreconstructions using coastal marine sediments in the vicinity of a river. However, if the majority of brGDGTs are produced in the river, it might be possible to reconstruct the environmental (temperature and pH) conditions of the river water using appropriate aquatic calibrations, provided that marine core locations are chosen in such a way that the brGDGTs in their sediments are predominantly derived from riverine in-situ production.

  11. Transport of branched tetraether lipids from the Tagus River basin to the coastal ocean of the Portuguese margin: Consequences for the interpretation of the MBT'/CBT paleothermometer

    NASA Astrophysics Data System (ADS)

    Zell, Claudia; Kim, Jung-Hyun; Balinsha, Maria; Dorhout, Denise; Santos Fernandez, Cten; Baas, Marianne; Sinninghe Damsté, Jaap S.

    2014-05-01

    Branched glycerol dialkyl glycerol tetraethers (brGDGTs), which are transported from soil to marine sediment by rivers, have been used to reconstruct the mean annual air temperature(MAAT) and soil pH of the drainage basin using the methylation index of branched tetraethers(MBT, recently refined as MBT') and cyclization index of branched tetraethers (CBT) from coastal marine sediment records. In this study we are tracing the brGDGTs from source to sink in the Tagus River basin, the longest river system on the Iberian Peninsula, by determining their concentration and distribution in soils, river suspended particulate matter (SPM), riverbank sediments, marine SPM, and marine surface sediments. The concentrations of brGDGTs in river SPM were substantially higher and their distributions were different compared to those of the drainage basin soils. This indicates that brGDGTs are mainly produced in the river itself. In the marine environment, the brGDGT concentrations rapidly decreased with increasing distance from the Tagus estuary. At the same time, the brGDGT distributions in marine sediments also changed,indicating that marine in-situ production also takes place. These results show that there are various problems that complicate the use of the MBT'/CBT for paleoreconstructions using coastal marine sediments in the vicinity of a river. However, if the majority of brGDGTs are produced in the river, it might be possible to reconstruct the environmental (temperature and pH) conditions of the river water using appropriate aquatic calibrations, provided that marine core locations are chosen in such a way that the brGDGTs in their sediments are predominantly derived from riverine in-situ production.

  12. Safety Officer Training Training Requirements

    E-print Network

    Hill, Wendell T.

    to include bloodborne pathogen training, first aid refresher, concussion emergency procedures, accident suspected of a concussion, takes them out of practice/play and provides individuals with educational

  13. Interactive Training

    ERIC Educational Resources Information Center

    Toogood, Sandy

    2008-01-01

    Background: Active support (AS) was developed to help staff organise and deliver practical support for meaningful client engagement in everyday activities. Both the amount and momentary effectiveness of staff support for client engagement have been found to increase following AS training. Training typically consists of a combination of workshops…

  14. Marketing Training

    NASA Technical Reports Server (NTRS)

    Leonard, Eric

    1998-01-01

    All of our ideas have been field tested and have proven effective in our environment. Our objectives are: We will share our ideas about marketing training and what we've implemented at Michoud Space Systems. You will go away with at least one new idea or insight about how to more effectively market your training.

  15. [Teacher Training.

    ERIC Educational Resources Information Center

    Palmatier, Robert A., Ed.

    1977-01-01

    This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…

  16. OBJECTIVES OF TRAINING CLINICAL MICROBIOLOGY TRAINING

    E-print Network

    MacMillan, Andrew

    OBJECTIVES OF TRAINING CLINICAL MICROBIOLOGY TRAINING PROGRAM DEPARTMENT OF LABORATORY MEDICINE AND PATHOLOGY FACULTY OF MEDICINE AND DENTISTRY #12;University of Alberta, Clinical Microbiology Training Program 2014 Clinical Microbiology Training Program Objectives: 2014 Property of: Clinical Microbiology

  17. Toilet Training

    MedlinePLUS

    ... to commit to three months of daily encouragement. Successful trips to the potty should be rewarded. Missteps ... attention. Training requires patience. If it is not successful, it may mean your child is not ready.

  18. Project Training

    ERIC Educational Resources Information Center

    Cooper, Hubert

    1970-01-01

    The training manager of the Aero Engine Division of Rolls Royce Limited describes his graduate level program for retaining and developing mechanical engineers, mathematicians, scientists, and other college graduates. Three diagrams. (LY)

  19. Academic affiliated training centers in humanitarian health, Part I: program characteristics and professionalization preferences of centers in North America.

    PubMed

    Burkle, Frederick M; Walls, Alexa E; Heck, Joan P; Sorensen, Brian S; Cranmer, Hilarie H; Johnson, Kirsten; Levine, Adam C; Kayden, Stephanie; Cahill, Brendan; VanRooyen, Michael J

    2013-04-01

    The collaborative London based non-governmental organization network ELRHA (Enhancing Learning and Research for Humanitarian Assistance) supports partnerships between higher education institutions and humanitarian organizations worldwide with the objective to enhance the professionalization of the humanitarian sector. While coordination and control of the humanitarian sector has plagued the response to every major crisis, concerns highlighted by the 2010 Haitian earthquake response further catalyzed and accelerated the need to ensure competency-based professionalization of the humanitarian health care work force. The Harvard Humanitarian Initiative sponsored an independent survey of established academically affiliated training centers in North America that train humanitarian health care workers to determine their individual training center characteristics and preferences in the potential professionalization process. The survey revealed that a common thread of profession-specific skills and core humanitarian competencies were being offered in both residential and online programs with additional programs offering opportunities for field simulation experiences and more advanced degree programs. This study supports the potential for the development of like-minded academic affiliated and competency-based humanitarian health programs to organize themselves under ELRHA's regional "consultation hubs" worldwide that can assist and advocate for improved education and training opportunities in less served developing countries. PMID:23351967

  20. ITS Projects IT Training

    E-print Network

    Su, Xiao

    ITS Projects IT Training Ryan Campbell April 2, 2015 #12;SJSU · Cisco IP Phones Training, Presenta*ons, and Labs Other IT Training #12;SJSU Washington of training to meet your requirements, including: · Hands-on training in our