Relevant bibliographies by topics / Behaviour counselling

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Behaviour counselling'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Behaviour counselling"

1

Johansson, I. "Diet Counselling and Behaviour Change." Caries Research 27, no. 1 (1993): 47–49. http://dx.doi.org/10.1159/000261602.

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2

Bower, Caroline. "Integrating behaviour counselling into practice." In Practice 18, no. 6 (June 1996): 288–91. http://dx.doi.org/10.1136/inpract.18.6.288.

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3

Fothergill, Rick. "The cognitive behaviour counselling primer." British Journal of Guidance & Counselling 38, no. 2 (May 2010): 238–40. http://dx.doi.org/10.1080/03069881003616948.

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4

McAuley, R. "Counselling parents in child behaviour therapy." Archives of Disease in Childhood 67, no. 4 (April 1, 1992): 536–42. http://dx.doi.org/10.1136/adc.67.4.536.

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5

Garthwaite, Heather, and Scott Wilkes. "Preconception counselling." InnovAiT: Education and inspiration for general practice 12, no. 2 (December 19, 2018): 85–92. http://dx.doi.org/10.1177/1755738018812506.

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A woman’s health in the preconception period is important to ensure a healthy pregnancy and to support the wellbeing of her child. Encouraging positive behaviour change can help to establish a balanced lifestyle for a woman and her family. The first half of this article will cover the initial assessment and general advice that applies to all women who are planning a pregnancy. The second half will explore the preconceptual management of long-term health conditions, and will describe the relevance of genetic risk assessment in pre-pregnancy counselling.
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Adzaku, Sally Diviner Yaa, Godwin Awabil, and Linda Dzama Forde. "Improving the study behaviour of Ghanaian senior high school students through counselling." Ghana Journal of Education: Issues and Practice (GJE) 3 (December 1, 2017): 1–14. http://dx.doi.org/10.47963/gje.v3i.485.

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Despite the importance of study skills counselling, students in Ghana are not explicitly taught how to study. This study, therefore, explored the effects of study skills counselling on the study behaviour of senior high school students in the Ho Municipality of Ghana. The quasi-experimental, pre-test, post-test control group design was adopted for the study. The target population of the study consisted of all senior high school form one students. A sample of 40 respondents was selected through the simple random sampling technique. A study behaviour inventory was used in gathering the data. Three hypotheses were formulated and tested at 0.05 level of significance. Data were analysed using independent samples t-test. The findings revealed that study skills counselling significantly improved the study behaviour of participants when compared with the control group. It was also discovered that study skills counselling had significant effects on all the five components of study behaviour at post-test. In contrast, the results indicated that gender did not have significant influence on study behaviour at post-test. Based on the findings, it was recommended that study skills counselling be adopted as a viable approach for improving study behaviour among senior school students so as to enhance their academic achievement. Implications for counselling were also provided.
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Adedeji Adejumo, Olusola, Bisola Ibironke Adebayo, Sunday Adesola, Abimbola Bowale, Esther Ngozi Adejumo, Stella Atewe, Olayinka Sijuade, Andrew Airauhi, Oluwajimi Sodipo, and Yeside Shogbamimu. "Factors associated with risky sexual behaviour among clients undertaking HIV testing and counselling services at a secondary referral hospital Lagos, Nigeria." African Health Sciences 22, no. 1 (April 29, 2022): 51–61. http://dx.doi.org/10.4314/ahs.v22i1.7.

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Background: This study determined the prevalence of risky sexual behaviour and its associated factors among clients who accessed HIV counselling and testing services at a secondary referral hospital in Lagos, Nigeria. Methods: A retrospective review of clients’ records was conducted. The Client Intake Form of people who accessed HIV counselling and testing services at Mainland Hospital in Lagos, Nigeria between July 1, 2016, and December 31, 2017, were reviewed. Multivariate analysis was conducted to determine the associated factors of risky sexual behaviour. Results: A total of 4273 client’s records were analyzed, 3884 (90.9%) reported having sex before HIV counselling and testing (HCT). The prevalence of risky sexual behaviour among clients was 41.5%. More males and HIV positive clients had unprotected sex with a casual partner three months before HIV counselling and testing (p < 0.05). More singles than the married had unprotected sex with casual partners (p <0.001) and multiple sexual partners (p =0.002). The prevalence of risky sexual behaviour reduced with advancing age. Being single and having an HIV infection were associated with risky sexual behaviour in this study. Conclusion: Age, marital status and HIV status were associated factors of risky sexual behaviour. Keywords: Risky sexual behaviour; associated factors; HIV counselling; testing.
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Schedin, Gunnar. "Similarity of Interpersonal Behaviour in Career Counselling." International Journal for Educational and Vocational Guidance 5, no. 1 (January 2005): 37–55. http://dx.doi.org/10.1007/s10775-005-2125-4.

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Wiradona, Irmanita, Fitri Ihsan Setyowati, Sadimin Sadimin, Wahyu Jati Dyah Utami, and Yodong Yodong. "The Effectiveness of Counselling Using Animated Video on the Behaviour Regarding Dental Caries among Elementary School Students." Jurnal Kesehatan Gigi 9, no. 1 (June 27, 2022): 47–52. http://dx.doi.org/10.31983/jkg.v9i1.8271.

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Health is an important concern among the community, including dental and oral health. Dental caries is a common problem in Indonesia that is often neglected by patients.Education on the importance of dental health through promotional media such as animated video is needed in order tochange community’s behaviour regarding this issue. This study examined the effect of counselling using animated video on elementary school students’ behaviour regarding dental caries issue. This quasi-experimental study employed one group pre-test post-test design, involving 56 students from third, fourth and fifth grades at SDN SrondolWetan 02 Banyumanik, Semarang City as population and samples. Data were analysed using t-test, which results indicated gaps in students’ knowledge, attitudes and actions regarding dental caries before and after counselling using animated video (p value: 0.000). It is concluded that counselling using animated video can improve the behaviour regarding dental caries among students of the third, fourth and fifth grades at SDN Srondol Wetan 02 Banyumanik, Semarang City.Keywords :counselling, animated video, behaviour
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10

Sa'adah, Sa'adah, Mungin Eddy Wibowo, and Sunawan Sunawan. "The Effectiveness of Cognitive Behavior Therapy Counseling to Reduce Bullying Behavior." Jurnal Bimbingan Konseling 10, no. 2 (August 30, 2021): 112–22. http://dx.doi.org/10.15294/jubk.v10i2.49313.

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Schools play an important role in shaping and developing the potentials of students, in developing the potentials of students, it is necessary to create an attractive, safe, comfortable, and conducive school climate so that learning objectives are achieved, but unfortunately the rampant behaviour of bullying causes the classroom climate to be unsatisfactory. conducive and cause problems. The purpose of this study was to test the effectiveness of Cognitive Behavior Therapy (CBT) counselling to reduce bullying behaviour in students of SMP Negeri 2 Angsana. This study used the Single-Subject Design (SSD) method with multiple baseline cross-variable patterns conducted in 11 observation sessions consisting of 3 baseline A1 sessions, 6 intervention sessions and 3 baseline A2 sessions. In conducting observations, researchers used the Goal Attainment Scaling (GAS) instrument and analyzed using visual charts. The results showed that Cognitive Behavior Therapy (CBT) counselling was able to reduce bullying behaviour
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Dissertations / Theses on the topic "Behaviour counselling"

1

Lane, Claire Alice. "The measurement and acquisition of skills in behaviour change counselling." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/55423/.

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There was no significant difference in BECCI scores or ratings of practice sessions between practitioners who practiced skills with simulated patients in comparison to those who performed role-play. There may be a relationship between participants' feelings regarding the practice sessions and BCC skill acquisition, but results were inconclusive.
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2

Schedin, Gunnar. "Expectations and experiences of career counselling : an exploration of interpersonal behaviour." Doctoral thesis, Umeå : Department of Psychology, Umeå University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1155.

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3

Yahya, Sawsan. "Improving students' behaviour and academic achievement through a counselling intervention programme." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622776.

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In the cultural context of low achievement in Arab Israeli schools, this work-based study describes and evaluates a successful counselling intervention in one Israeli Arab elementary school. The intervention took place over six months and involved twenty activities. A mixed methods approach was adopted to evaluate the intervention. The use of both qualitative and quantitative methods provided an informative evaluation of the perceptions of students, teachers and parents about the effectiveness of the intervention. Students, parents and teachers reported that from their point of view, student behaviour, student/teacher/parent relationships and learning improved during the intervention. This positive analysis of perceptions was qualified by the possibility that other factors that were not analysed might be influential. The lessons learned from the intervention, such as the need for creating a teacher – parent strategic alliance, renouncing the use of aversive control and the adaptation of teaching styles to student learning styles, may prove to be a transformative approach to the education of Arab Israeli students.
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4

Geldard, Kathryn Mary. "Adolescent Peer Counselling." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16155/1/Kathryn_Geldard_Thesis.pdf.

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Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
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5

Geldard, Kathryn Mary. "Adolescent Peer Counselling." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16155/.

Full text
Abstract:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
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Gonzalez, J. A. Leon. "The role of voluntary counselling and testing in modifying risky sexual behaviour for HIV infection : cross-sectional study from the ‘Wellness Clinic’ of a District Hospital in rural Limpopo, South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2015. http://hdl.handle.net/10019.1/97242.

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Background: Voluntary HIV counselling and testing (VCT) is considered one of the key strategies in the prevention and control of HIV/AIDS in South Africa. However its role in modifying risky sexual behaviour among patients tested as HIV-negative (primary prevention) is controversial. Objective: This study was intended to demonstrate the likelihood of VCT reducing risky sexual practices among patients testing sero-negative for HIV infection. Methods: This is a quantitative cross-sectional survey that took place over a period of 3½ months in a district hospital in rural South Africa. A self-administered questionnaire was completed by 54 patients who had VCT and tested sero-negative for HIV infection during the previous 12 months (Study Group). The same questionnaire was filled in by 61 patients who had never received VCT before (Control Group). Both groups consisted of women and men aged 18 years or older. Socio-demographic information, sexual behaviour, willingness to disclose the HIV sero-status with the sexual partner, and readiness to have VCT were asked in the survey. To compare differences between two independent proportions the Pearson Chi-square test was used. Significant results were regarded as a p-value of less than 0, 05, which was taken as an indication of association between VCT and the variable being measured. Results: The median age of our sample was 29 years (Interquartile Range 24-40), with most of the respondents (38 %) between the ages of 26 and 35 years. More than 90 % of patients in both groups reported being sexually active. Sexual intercourse with more than one partner was significantly lower in the Study group (p=0,003). Those who had never received VCT before had a higher (although not significant) incidence of episodes of unprotected sexual intercourse and symptoms of sexually transmitted infections (STIs) (81, 9 % and 42, 6 % respectively) when compared to the study group (77, 7 % and 35, 1 %). Most of the participants in both groups did not consider the disclosing of their sero-status an issue of concern for their sexual partner(s). Readiness to receive VCT was significantly higher in the study group (p=0, 02). Conclusions: In this study, people who tested sero-negative for HIV through VCT showed a significant decrease in the number of sexual partners as compared to the control group who did not undergo VCT. The VCT group had less unprotected sexual intercourse and less symptoms of STIs than the control group.
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Gagnon, Jean-Christian. "Investigating the Behaviour Change Techniques and Motivational Interviewing Techniques In Physical Activity Counselling Sessions." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36474.

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Background: In Canada, only 15% of adults meet the physical activity guidelines (Colley et al., 2011). As regular physical activity has been demonstrated to substantially improve physical and mental health (Naci & Ioannidis, 2013; Schuch et al., 2016), a wealth of physical activity promoting interventions have been developed and evaluated (Kahn et al., 2002; Prince et al., 2014). Physical Activity Counselling (PAC) is one of these and has been shown effective in increasing physical activity motivation and behaviour (Fortier et al., 2011). However, the active ingredients of PAC have never been reported in detail, thus limiting our potential for understanding its effectiveness and to allow for its replication. Recently, taxonomies have been published for characterizing behaviour change techniques (BCTs) and Motivational Interviewing (MI) techniques in interventions (Hardcastle et al., 2017; Michie et al., 2013). Due to its novelty, no studies to date have used the MI technique taxonomy to report interventions. Purpose: To investigate the behaviour change techniques (BCTs) and Motivational Interviewing (MI) techniques applied in PAC sessions delivered by student-counsellors. Methods: PAC 1 and PAC 2 sessions delivered by 11 student-counsellors were double coded for identification of BCTs and MI techniques, for a total of 22 video recorded sessions. Two trained coders rated the presence of BCTs and MI techniques using the Behaviour Change Technique Taxonomy v1 (BCTTv1) and the table of MI techniques. Inter coder agreement was assessed using Cohen’s kappa and the prevalence- and bias-adjusted kappa (PABAK) statistic. Results: Overall, 29 BCTs (on 93) and 27 MI techniques (on 38) were reliably coded across the sampled PAC sessions (Cohen’s k =.81, PABAK=.91). Popular BCTs included 3.1 Social support (unspecified), 1.1 Goal setting (behaviour), 1.4 Action planning, whereas OARS skills (i.e., open-ended questions, affirmations, reflective and summary statements) and 24. Emphasize autonomy were the predominating MI techniques. On average, 5.7 BCTs and 9.5 MI techniques were recorded per session. Conclusions: Findings of this study provide a first detailed report of a PAC intervention and have important implications for PAC training and replication. Future research in this area specifically looking at the quality of application of the techniques and the influence of use and quality on physical activity behaviour over time is recommended.
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Keogh, Sarah Carrodus. "Postpartum reproductive behaviour in Northern Tanzania : impacts of antenatal HIV diagnosis and family planning counselling, and opportunities for integrating FP into routine antenatal HIV counselling." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550384.

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Larsson, Birgitta. "Treatment for childbirth fear with a focus on midwife-led counselling : A national overview, women’s birth preferences and experiences of counselling." Doctoral thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326007.

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Background: Many women experience childbirth fear to such an extent that it seriously interferes with the woman’s daily life and affects her mental well-being. Aim: The overall aim was to conduct an overview of the midwife-led counselling for childbirth fear in Sweden, to investigate women’s birth preferences and to describe their experiences of treatment on childbirth fear, with focus on midwife-led counselling. Methods: Study I is a cross-sectional study where 43 out of 45 maternity clinics responded to a questionnaire regarding midwife-led counselling. Study II is a longitudinal survey where 889 women participated of whom 70 received counselling. Data were collected by questionnaires in mid-pregnancy, two months and finally, one year after birth. Study III is a randomised controlled study with 258 participating women assessed with childbirth fear. It compares Internet-based cognitive behaviour therapy (ICBT) with midwife-led counselling. Data were collected by questionnaires twice during pregnancy and two months after birth. Study IV is a qualitative interview study using thematic analysis, including 27 women who received midwife-led counselling during pregnancy. Results: Overall, midwife-led counselling was perceived as empowering by the women and increased their confidence when facing birth. The preference for a caesarean section decreased during pregnancy and the majority had a normal vaginal birth but an increase in preference for caesarean section appeared after birth. Half of the women who received treatment for childbirth fear experienced a less than positive birth. Women who had a positive birth experience voiced that the contributing factors were the self-confidence received from counselling and the support from the midwife during birth. Decreased or manageable fear was expressed by the women after counselling and birth, which in turn brought a strengthened confidence for a future pregnancy and birth. Furthermore, major differences exist in counselling for childbirth fear throughout the clinics in Sweden. Conclusion: Midwife-led counselling improved women’s confidence toward giving birth and fear was perceived as manageable. Continuous support is crucial to experience birth as positive. Although women’s preferences for caesarean section did not change over time, few women gave birth with a caesarean section without medial reason.
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Doherty, Ingrid Eve. "A controlled evaluation of the effects of cognitive behavioural counselling on psychological adjustment following an abnormal cervical smear result." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267846.

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Books on the topic "Behaviour counselling"

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1913-, Ellis Albert, ed. Stress counselling: A rational emotive behaviour approach. London: Cassell, 1997.

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Practical counselling and helping skills: Text and exercises for the lifeskills counselling model. 4th ed. London: Sage, 2004.

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Freeman, Veronica. The effects of touch in counselling/psychotherapy: Client response and therapists attitudes and behaviour. Guildford: University of Surrey, 1995.

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Helen, Kennerley, and Kirk Joan, eds. An introduction to cognitive behaviour therapy: Skills and applications. Oxford: OCTC, 2007.

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Nelson-Jones, Richard. Practical counselling and helping skills: Helping clients to help themselves. 2nd ed. London: Cassell, 1988.

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Nelson-Jones, Richard. Practical counselling and helping skills: Howto use the lifeskills helping model. 3rd ed. London: Cassell, 1993.

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Practical counselling and helping skills: How to use the lifeskills helping model. 3rd ed. London: Cassell, 1993.

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Practical counselling and helping skills: How to use the lifeskills helping model. 3rd ed. London: Cassell, 1993.

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McGill, Pauline C. L. Treatment-seeking behaviour in an alcohol-problems counselling, agency: A field test of Fishbein's behaviouralintention model. Birmingham: University of Birmingham, 1988.

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Clifford, James. Irrational beliefs, anger, anxiety and the type A behaviour in male and female adolescents, and their relevance to psychological counselling interventions in schools. [Guildford]: [University of Surrey], 1987.

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Book chapters on the topic "Behaviour counselling"

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Rollnick, Stephen, and Hayley Prout. "Behaviour Change Counselling." In Nutrition and Health, 130–38. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470690611.ch19.

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Kegerreis, Sue. "Behaviour." In Psychodynamic Counselling with Children and Young People, 82–88. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-05711-2_8.

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Martínez, Cristina, Sotiria Schoretsaniti, Alex Bobak, and Monica Fletcher. "Behaviour counselling and psychosocial interventions. The role of patient involvement." In Supporting Tobacco Cessation, 76–96. Sheffield, United Kingdom: European Respiratory Society, 2021. http://dx.doi.org/10.1183/2312508x.10013220.

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Ferris, Patricia A., Linda Tilley, Fiona Stevens, and Sherri Tanchak. "The Roles of the Counselling Professional in Treating Targets and Perpetrators of Workplace Bullying." In Pathways of Job-related Negative Behaviour, 447–75. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-0935-9_16.

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Ferris, Patricia A., Linda Tilley, Fiona Stevens, and Sherri Tanchak. "The Roles of the Counselling Professional in Treating Targets and Perpetrators of Workplace Bullying." In Pathways of Job-related Negative Behaviour, 1–29. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-6173-8_16-1.

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Ramachandra, R. B. B. S., L. D. J. U. Senarath, N. Hemachandra, and S. H. P. de Silva. "Behaviour Change to Improve Dietary Diversity of Pregnant Mothers Through Counselling: A Lesson from Sri Lanka." In Future of Business and Finance, 507–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62171-1_24.

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Colledge, Ray. "Behavioural counselling practice." In Mastering Counselling Theory, 200–215. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-62957-8_15.

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Colledge, Ray. "Behavioural theory." In Mastering Counselling Theory, 189–99. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-62957-8_14.

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Colledge, Ray. "Rational emotive behavioural counselling: Albert Ellis." In Mastering Counselling Theory, 228–43. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-62957-8_17.

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Lane, Claire. "Communication and Health Behavior Change Counselling." In Health Behavior Change in the Dental Practice, 35–58. Ames, Iowa USA: Blackwell Publishing, Inc., 2014. http://dx.doi.org/10.1002/9781118786802.ch3.

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Conference papers on the topic "Behaviour counselling"

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Gonçalves, Amadeu. "Additive Behaviour Throughout Life: PreventionStrategies." In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.3.

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Kuftyak, Elena. "Contribution Of Psychological Defences And Coping Behaviour On Preschool Children Psychological Health." In 5th International Congress on Clinical & Counselling Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.1.

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Andronnikova, O. O. "ВОЗРАСТНАЯ СПЕЦИФИКА ОРГАНИЗАЦИИ ПСИХОЛОГИЧЕСКОГО КОНСУЛЬТИРОВАНИЯ И ПСИХОТЕРАПИИ ДЕТЕЙ И ПОДРОСТКОВ." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.84.71.001.

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Counselling / psychotherapy of children and adolescents is dramatically different from counselling / psychotherapy of adults. When considering specificity of counselling and psychotherapy of a child, it is necessary to note several distinctive aspects. In contrast to adult counselling aimed at returning the client’s ability to function effectively, child counselling has an opposite direction. Disorders in children are notable for absence of adequate patterns of behaviour, they have no understanding of social norms or how to respond to and cope with a situation. Thus, child counselling should be aimed at developing these notions, skills and abilities, developing and supporting mental health. Консультирование/психотерапия детей и подростков кардинально отличается от консультирования/психотерапии взрослых. Рассматривая вопрос о специфике консультирования и психотерапии ребенка необходимо отметить несколько отличительных аспектов. В отличие от консультирования взрослого человека, направленного на возвращение клиенту способности к эффективному функционированию, детское консультирование противоположно по направлению. В структуре детских нарушений чаще отсутствуют адекватные модели поведения, нет представлений о социальных нормах или нарушены представления о путях реагирования и совладания с той или иной ситуацией. Таким образом, детское консультирование должно быть направлено на формирование этих представлений, навыков и умений, формирование и поддержку психического здоровья.
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Hasanati, Nida, Tulus Winarsunu, and Vironica Dwi Karina. "The Influence of Interpersonal Conflict on Counterproductive Work Behaviour Mediated by Job Stress." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.17.

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Mu’awanah, Elfi, Rifa Hidayah, Sulistyorini Sulistyorini, Munardji Munardji, and Umy Zahroh. "Science and Technology to Change Human Being's Behaviour According to Quran as Counselling Approach." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295566.

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Ismail, Aziah, and Al Amin Mydin. "The Impact of Transformational Leadership and Commitment on Teachers’ Innovative Behaviour." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.100.

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Anisah, Laelatul, and Eka Sri Handayni. "Reducing Consumptive Behaviour through Group Counselling with Self-management Techniques to the Students of Senior High School 2 Banjarmasin." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009018401740179.

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Adeyeye, Peter, Mohammed Bello, and Shola Gbadamosi. "P4.83 High risk behaviour and determinants of patronage of hiv counselling and testing among brothel-based female sex workers in lagos, nigeria." In STI and HIV World Congress Abstracts, July 9–12 2017, Rio de Janeiro, Brazil. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/sextrans-2017-053264.578.

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Görl-Rottstädt, D., M. Heinrich-Zehm, M. Arnold, M. Köhler, and V. Hähnlein. "ONLINE TEACHING IN LOCKDOWN: ANALYSIS OF THE USAGE BEHAVIOUR OF COLLABORATIVE TOOLS BY STUDENTS AND TEACHERS IN THE CONTEXT OF HIGHER EDUCATION AND VOCATIONAL EDUCATION." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7126.

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Due to the SARS-CoV-2 pandemic, many changes can be observed in almost all life situations, perhaps most notably, in the educational sector. In this context, concepts of learning counselling must be given more attention. This research contribution examines the question of how collaborative online tools to support the teaching-learning processes in higher education and vocational schools can be utilized. The aim is to improve the existing learning environment. For this purpose, the frequency of the usage of tools such as tests and forums on an open-source online learning platform ILIAS™ was analysed and discussed. In addition, the Adobe Connect™ web meeting software to be used in online teaching scenarios was also included in our investigation to explore the exchange of participants via discussion forums or virtual classrooms. The research team carried out an online sampling survey of ILIAS™ users at one university and five vocational schools in Germany in June 2020. The survey included these measures: Single answers, multiple answers, questions of scale, and free text questions. The response rate at the university was 25.10 % and at the vocational schools 17.2%. The data were evaluated with the help of descriptive statistics to determine frequency distributions and mean value calculations. This contribution will lead to a discussion regarding the continued disclosure of the learning potentials about a useful combination of both tools ILIAS™ and Adobe Connect™. The results shown suggest that the development towards virtual teaching scenarios, which has become a necessity under the forced conditions of the lockdowns, has a tremendous effect on teaching and learning processes in terms of didactics tailored to different target groups and needs in and outside the classroom. Keywords: Learning Consulting, Collaborative Learning, ILIAS™, Adobe Connect™
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Akhmetzyanova, Anna Ivanovna. "Psychological Counselling In Deviant Behavior: Articulation Of Issue." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.6.

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Reports on the topic "Behaviour counselling"

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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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