Dissertations / Theses: 'Mentales Training'

1

Gaidas, Dana. "Mentales Training für Dolmetscher." Master's thesis, Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-130016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ecker, Oliver. "Mentales Training und Snowboarding eine feldexperimentelle Studie zum Einsatz mentaler Trainingsformen." Hamburg Diplomica-Verl, 2008. http://d-nb.info/994068093/04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Herzig, Daniela. "Mentales Training bei ruhiggestellter oberer Extremität (distaler Radius) - prospektiv-randomisierte Studie an 18 gesunden Probanden." [S.l. : s.n.], 2008. http://nbn-resolving.de/urn:nbn:de:bsz:289-vts-63150.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Immenroth, Marc. "Mentales Training in der Medizin : Anwendung in der Chirurgie und Zahnmedizin /." Hamburg : Kovac, 2003. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=010291940&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mayer, Jan. "Mentales Training - ein salutogenes Therapieverfahren zur Bewegungsoptimierung : am Beispiel der rehabilitativen Gehschule /." Hamburg : Kovac, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009405359&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Dirren, Eveline. "Sportpsychologische Beratung im Spitzensport /." Zürich : Hochschule für Angewandte Psychologie, 2006. http://www.zhaw.ch/fileadmin/user_upload/psychologie/Downloads/Bibliothek/Arbeiten/D/d1897.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Järvenhag, Henrik. "Mental träning och mentala strategier hos professionella blåsmusiker." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8723.

Full text

Abstract:

Detta arbetes syfte är att fördjupa kunskapen om den mentala förberedelsens betydelse inför musikaliska framträdanden bland konstmusikaliska blåsmusiker. Genom att undersöka hur professionella musiker agerar mentalt före, under och efter konserter är avsikten att isolera framgångsrika tankemönster och mentala strategier. I sökandet efter tidigare forskning och böcker fann jag att inte mycket forskning bedrivits på området. Jag har läst och sammanfattat ett antal böcker om vad nervositet beror på, samt olika mentala strategier för att hantera problematiken. Därefter har jag med kvalitativ intervju som metod intervjuat fyra professionella blåsmusiker i den konstmusikaliska genren.Ingen av de intervjuade ansåg sig använda några speciella mentala knep. Musikerna har i huvudsak lärt sig själva hur de ska förbereda sig på det mentala planet. Dock fann jag tydliga likheter mellan de tankar informanterna begagnade sig av inför musikaliska framträdanden, och de mentala strategier som presenteras i litteraturen på området.Studien är inte tillräckligt omfattande för att dra några generella slutsatser på området. Den visar dock på att mental förberedelse inte måste vara något främmande eller ”hokus-pokus” utan handlar om att tänka tankar som främjar individens musikaliska förhållningssätt. Den mentala förberedelsen är dessutom så välintegrerad i musikerns dagliga övande att det ibland kan vara svårt att skilja dem åt.
This work aims to increase knowledge of the mental preparation before important musical performances amongst art musical wind musicians. By examining how professional musicians operate mentally before, during and after the concerts, the intention is to isolate successful thought patterns and mental strategies. In the search for previous research and books, I discovered that little research has been conducted in this particular area. I have read and summarized a number of books that discuss the nature of being nervous, and various strategies that can be applied to deal with nervousness.Proceeding, while using the qualitative interview as a method, I interviewed four professional wind musicians in the art musical genre.None of those interviewed claimed to use any special mental tricks. The musicians have essentially taught themselves how to prepare on a mental level. However, I found a clear parallel between the thoughts respondents took advantage of before the musical performances, and the psychological strategies presented in the literature in the field.3The study is not extensive enough to draw any general conclusions in the field, yet indicates that mental preparation is not to be viewed as something alien, but rather a strategy in promoting the individual's musical approach. The mental preparation is so well integrated into the musician's daily practicing that it can sometimes be difficult to distinguish between them.

APA, Harvard, Vancouver, ISO, and other styles

8

Poon, Lun-king. "Social skills training : effectiveness of the home-based training program for persons with mental handicap /." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13417575.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sairanen, Anna Pauliina. "Mental training in opera." Thesis, Stockholms konstnärliga högskola, Operahögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-623.

Full text

Abstract:

I started thinking about mental training in singing quite late in my studies. I had many problems with my nerves when I was at the beginningof my professional studies. I remember having a course for three months that was called ”Performancetraining”. When I look back the only thing I remember from that course is what not to do and getting even more nervous when walking on the stage. I remember thinking that I cannotdo this, I will never be a good singer. I have luckily had good singing teachers who have had a lot of time, understanding, commitment and compassion towards me. I have managed to control my nerves and learned to love to perform.What happens if a singingteacher cannotsolve these problems? I myself have studied to be a singing teacher and during my studies I have never faced the challenge to solve these kinds of difficulties. It requires a good understanding in the human psyche to train people to reach their very best and to overcome traumas that prevents us to perform on our best. It takes a whole village to raise a child, as the saying goes. So why should the training of the voice, becoming a great individual performer and artist, rely on the shoulder of the singing teacher? When I think about the singing lessons, shouldn ́t most of the time be spend on training the voice, exercising the muscles that help us to sing? Have you ever heard a football player going to the practise and spending 50% of that timein solving problems they have faced? Probablynot. I’m notsaying that football players don’t have problems they feel are holding them back in playing football and performing at their best. They just have another time and place to fix these problems. Thiswork happens with the mental trainer.

APA, Harvard, Vancouver, ISO, and other styles

10

蕭岳殷 and Ngok-yun Siu. "Social skills training for the mentally retarded." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976712.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Siu, Ngok-yun. "Social skills training for the mentally retarded." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115418.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Jones, Gemma. "Training school staff about student mental health." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4133/.

Full text

Abstract:

This thesis comprises of a research and a clinical volume. The research volume contains two papers; a literature review and an empirical paper. For the literature review, a systematic search was conducted of six databases to investigate the effectiveness of brief training workshops with school staff about student mental health. Of 17 papers found, 14 were deemed of sufficient quality and included in the review. The findings of these studies showed that staff knowledge and self-appraisals were generally improved by brief workshops although staff skills, attitudes and behaviours were not. Recommendations are made for more robust international research and training to evaluate workshops on a wider variety of topics and encompassing different methods of delivery. The empirical paper reports the evaluation of a 2.5 hour workshop delivered to five mainstream secondary schools in the West Midlands, UK in 2011. Results showed that the workshop significantly increased staff ability to identify depression in students and their confidence to support students with mental health difficulties. However, it did not increase the frequency that staff accessed mental health information from a web-site or staff dissemination of information to students. It is recommended that future workshops are designed and delivered collaboratively with education professionals to overcome barriers to change and maximise impact. The clinical volume contains five clinical practice reports; a psychological models paper, a service evaluation, a single-case design, a case study and an abstract for an oral presentation.

APA, Harvard, Vancouver, ISO, and other styles

13

Niort, Jannick. "Lateralidad y síndrome X frágil: Análisis y valoración." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/160513.

Full text

Abstract:

La lateralidad es un elemento del desarrollo motor que influye de forma específica en la vida cotidiana de la persona, durante la etapa educativa, la vida profesional y la vida socio-afectiva. La etapa educativa y de formación, por ser la más temprana, es la más importante para construir la lateralidad y detectar los posibles problemas que se pueden presentar en este proceso de lateralización. La actividad física y el deporte son por sus contenidos el mejor espacio para detectar y corregir las alteraciones de la lateralidad. Un determinado tipo de lateralidad es un potencial estratégico para ciertos deportes como el tenis o la esgrima, entre otros. Conocer cómo está lateralizada una persona favorece entonces la práctica deportiva en cuanto permite preparar programas idóneos de actividad física y de deporte, tanto al nivel de la educación como de la competición. A su vez, permite corregir los posibles problemas que se pueden detectar en caso de una lateralidad mal estructurada. En este estudio, se extrapolan estas consideraciones sobre la determinación de la lateralidad a la persona con discapacidad intelectual y más precisamente a la persona con Síndrome X Frágil (SXF). Teniendo en cuenta la importancia de saber cómo está lateralizada la persona, es necesario saber cómo están lateralizadas las personas con SXF ya que falta esta información. El objetivo es saber cómo evoluciona el proceso de lateralización de las personas SXF desde la etapa primaria de la escolaridad hasta la vida activa. El síndrome X frágil es un síndrome hereditario ligado al cromosoma X. Es la segunda causa de discapacidad intelectual después del síndrome de Down y la primera causa de discapacidad intelectual hereditaria (Ramos Fuentes, 1997, 1999, 2001). La incidencia es de 1/2500 varones (Rodríguez et al., 2006) por 1/6000 mujeres (Brun y Artigas, 2001). Afecta particularmente y de forma distinta a los varones. El presente estudio es un estudio observacional, comparativo, descriptivo y transversal entre personas con SXF y grupos de personas con otros tipos de discapacidad intelectual y con personas sin discapacidad. El trabajo se basa sobre las investigaciones de Cornish, Pigram y Shaw (1997) y de McManus y Cornish (1997). Se creó un test de lateralidad de 18 ítems que engloba la lateralidad, manual, podal, ocular y auditiva. La muestra es de 224 personas de todas las edades: 30 personas con SXF, 34 personas con otros tipos de discapacidad intelectual y 160 personas sin discapacidad. Cada grupo está dividido en cuatro subgrupos que se corresponden a la etapa primaria (6-12 años), la etapa de la ESO (12-16 años), la etapa de bachillerato (16-18 años) y la etapa de la vida adulta (> 18 años). También se pasó un cuestionario para conocer las diferencias de desarrollo que pueden existir entre las personas con SXF y las personas con otros tipos de discapacidad intelectual. En las investigaciones anteriormente citadas, se estudia solamente la lateralidad manual en una muestra mixta de jóvenes inferior a la del presente estudio. Sin embargo la muestra de este estudio es exclusivamente masculina de edades comprendidas desde la infancia hasta la adultez. Además de la lateralidad manual, el estudio de la lateralidad se ha ampliado a la lateralidad podal, ocular y auditiva. Los resultados revelan que las personas con SXF tienden a ser diestras de mano y zurdas de ojo, lo que implica un porcentaje alto de lateralidad cruzada ojo mano. También se ha de resaltar que la lateralidad de las personas con SXF se parece a la lateralidad de las personas sin discapacidad. Es interesante subrayar que la lateralidad de las personas con SXF es diferente de la lateralidad de las personas con otros tipos de discapacidad que suelen ser zurdas o mixtas. A medida que los niños crecen, se va determinando la preferencia lateral, lo que hace que los adultos con SXF son más diestros que los niños.
This study is based from the works of McManus & Cornish (1997) and of Cornish, Pigram & Shaw (1997) about fragile X syndrome (SXF). In the works of Cornish, Pigram & Shaw (1997), the people SXF are preferably left-handed regarding group of people with Down’s syndrome and control group. In the works of McManus & Cornish (1997), the people SXF are right-handed and resemble the control group of people without disability. The study groups are composed by 30 people with SXF (15, 2 years), another group composed by 34 people with different intellectual disabilities (16, 5 years) and a group composed by 160 people without intellectual disability (14, 7 years). Each group is divided between four groups by age. The method is a test adapted for this study. The results confirm the preference of right-handedness (93, 3 %) in people with SXF and provide new data regarding footedness and sensorial laterality of these people. They submit inconsistent footedness and ocular cross laterality. The people with other intellectual disabilities have 73, 5 % right-handedness. The results are in the same way than the works of McManus & Cornish (1997). This study confirms the handedness of people with different intellectual disabilities. In this study, we provide data about adults with SXF. The people with SXF have right-handedness but with ocular cross laterality. The children with SXF have less right-handedness than in the adult phase and have more left-eyedness than children without intellectual disabilities.

APA, Harvard, Vancouver, ISO, and other styles

14

Lee, Mo-ling. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Watson, J. M. "Matrix training and sign language for the mentally handicapped." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374864.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Magno, Ronald Dial. "Training mentally disabled individuals for effective nurse-patient communication." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.

Full text

Abstract:

Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.

APA, Harvard, Vancouver, ISO, and other styles

17

Kwan, Ho Shiu-fong Cecilia. "The role of parent training in the management of mentally handicapped children." [Hong Kong] : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322398.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Selkowitz, Anthony R. "Mental rotation and a drawing based training regiment." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1139.

Full text

Abstract:

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

APA, Harvard, Vancouver, ISO, and other styles

19

Shambrook, Christopher J. "Adherence to mental skills training for sports performance." Thesis, University of Brighton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284045.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Brabham, Sofia C. "Law Enforcement Training and Perceptions of Mental Illness." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404609/.

Full text

Abstract:

This thesis analyzes the training and perceptions on mental health of a particular population. Through the use of previous research and literature, a survey was generated and distributed to the population. The findings were used to generate policy implications for the specific population that was analyzed.

APA, Harvard, Vancouver, ISO, and other styles

21

Sakić, Petar [Verfasser]. "Wirksamkeitsüberprüfung des mentalen Trainings in der zahnmedizinischen Ausbildung / Petar Sakic." Greifswald : Universitätsbibliothek Greifswald, 2017. http://d-nb.info/112716998X/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Fernandes, Franco Magda Paula. "Teachers' views of the inclusion of children with "problemas mentais" (mental problems) in the educational system of the autonomous region of Madeira." Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/815/.

Full text

Abstract:

In Madeira Island the Educational System has endured significant changes. The concept of education has changed in the past years as well as the need to help parents understand the new changes. This new concept of school brought a new universe into the classrooms. Teachers, students and the community in general must learn to deal with the diversity of students who now share their educational journey in the same school environment. This new challenge obliges parents, teachers, headmasters and the school community to accept, respect and provide the needed conditions for an effective education for all students. This research has explored whether inclusion of students with mental problems is working effectively, from the perspective of the teachers, in the high schools located in Madeira. The study was developed to identify the gaps in the teaching/learning process for students with mental problems studying in regular high schools. A survey method was adopted for this study in which a questionnaire was developed to explore teachers' attitudes and beliefs around the education of students with mental problems studying in regular high schools. Three illustrative scenarios were selected to show different realities that may occur among these students. Teachers read the three case scenarios and related them to their own experiences as educators. Teachers' reflections upon the problems gave the researcher the opportunity to analyze how these problems are solved or ignored by educators. The questionnaire was validated and ethical permission gained from the University. Five hundred questionnaires were distributed to teachers working in different high schools in Madeira, 300 questionnaires were returned at the end of the field work. Analysis of the responses identified a significant view that teachers were concerned about inclusion, but did not engage actively to implement government policy in this area. In particular teachers with more than 10 years experience were significantly less prepared and willing to engage with this inclusive approach. The majority of teachers reported a lack of resources, inappropriate curriculum and insufficient specialist staff as excuses for not engaging in inclusive education. The guidelines laid out in the educational policy have been put to the test. This study showed that, according to the opinions of teachers, none of the requirements have been met by the 35 schools surveyed in this study. The distance between theory and practice has always been long and in the case of inclusive education, giant steps need to be taken to narrow the gap between the theory in policy and reality in the school.

APA, Harvard, Vancouver, ISO, and other styles

23

Wong, Kin-on Leo. "Evaluation on training programs of day activity centres for mentally handicapped adults." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064782.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Poon, Lun-king, and 潘倫經. "Social skills training: effectiveness of the home-based training program for persons with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B43893399.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Anderson, Duncan. "Mental strategies of football quarterbacks for training and competition." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9766.

Full text

Abstract:

Orlick (1992) proposed a "Model of Human Excellence," which was comprised of seven mental skills, including commitment, belief, full focus, positive imagery, mental readiness, distraction control, and constructive evaluation. Twelve individuals who had played the quarterback position at a high caliber of competition participated in a standardized interview to determine if this model accounted for their mental strategies for training and competition. The sample was divided into university (n = 9) and professional (n = 3) sub-groups. Structural, qualitative analyses were conducted on each transcript. Individual differences with respect to the use of mental skills appeared to be related to the level of play, with the best players in both sub-groups having the most comprehensive mental approaches and practices. The most marginal mental skills for the university quarterbacks were positive imagery and constructive evaluation.

APA, Harvard, Vancouver, ISO, and other styles

26

Wu, Cheng Kam-chee Polina, and 胡鄭金枝. "The effect of mental training in delaying muscle fatigue." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29768585.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Cattermole, Martin. "Social skills training for people with a mental handicap." Thesis, University of Stirling, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657604.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Clark, Terry William. "Mental skills in music : investigating use, ability, and training." Thesis, Royal College of Music, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576934.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

McCarthy, Ann L. "Improving Older Adults' Mental Rotation Skills through Computer Training." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1281292991.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Wu, Cheng Kam-chee Polina. "The effect of mental training in delaying muscle fatigue /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294991.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Hunter, Robert A. (Robert Allan). "Evaluation of the Preparation for Adult Living Training Program for Severely Emotionally Disturbed Adolescents in a Residential Treatment Center." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278755/.

Full text

Abstract:

The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.

APA, Harvard, Vancouver, ISO, and other styles

32

Chio, Fong-i., and 招鳳儀. "Evaluation of social skills training for mild grade mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961526.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Westerman, Carole Elizabeth. "HIV/AIDS intervention and skills training with the chronic mentally ill." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2803.

Full text

Abstract:

This study assessed the effectiveness of an HIV/AIDS psychoeducational intervention and skills training package for a high-risk group for HIV/AIDS, the chronic mentally ill. Twenty-seven participants were randomly assigned to either a treatment or no treatment control group. Elements of the intervention were (a) education about HIV transmission and high risk groups, (b) problem-solving skills training, and (c) behavioral skills training based on education needs identified in a previous study of the same population. Pretest and posttest measures were administered to both the treatment and control groups in order to assess differences and improvement. Results showed improvements from pretest to posttest in the treatment group's HIV/AIDS knowledge, behavioral and role-play skills in high-risk situations, self-efficacy in utilizing learned skills, and intention to use these skills. The same improvement did not occur in the control group. Follow-up data and implications of the study are discussed.

APA, Harvard, Vancouver, ISO, and other styles

34

Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

McConachie, H. R. "Involvement of parents of young mentally handicapped children in teaching." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376282.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Lynn-Seraphine, Pamela. "Neurodrumming| Towards an Integral Mental Fitness Training for Healthy Aging." Thesis, California Southern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10195171.

Full text

Abstract:

Humans as far back as ancient history have been leveraging the physiological and psychological benefits of drumming to enhance health, access higher states of consciousness, and cultivate shared optimal experiences. It is understandable that the applied practice of drumming is now starting to permeate into mental fitness training research as a healthy alternative toward cross training the brain. Extensive surveys conducted in the United States show that 60% of individuals who are in middle age and older complain about their memory. This translates to approximately 80 million Baby Boomers reaching the age of memory decline. Furthermore, according to the UCLA research, the main factors necessary for a healthy brain lifestyle and to combat memory decline are physical activity, social engagement, mental challenges, and unfamiliar stimuli. Neurodrumming has incorporated these findings into a therapeutic intervention that targets brain health, emotional health, stress management, and social engagement, all of which help to prevent cognitive decline, and promotes mental performance. This study offers a meta-theoretical exploration to determine the comprehensiveness of Neurodrumming as a therapeutic mental fitness intervention for healthy aging, by applying Integral Theory as an epistemological framework.

APA, Harvard, Vancouver, ISO, and other styles

37

McKenna, James. "An application of the transtheoretical model to mental training exercises." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364982.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Eisenbrandt, Lydia L., Jill D. Stinson, and Carrie C. LeMay. "Mental Health Training for Medical Students: Implications for Integrated Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Wong, Kin-on Leo, and 王健安. "Evaluation on training programs of day activity centres for mentally handicapped adults." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976785.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Chu, Wai-kin. "A comparative study of two programme designs in skills training for mentally retarded adults in day activity centre." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B43893235.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Melo, Zilda Maria de. "Atitudes e conhecimentos de profissionais de enfermagem sobre cuidados a pacientes com transtornos mentais." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22134/tde-06012016-125820/.

Full text

Abstract:

O presente estudo teve por objetivo avaliar atitudes e conhecimentos de profissionais de enfermagem sobre cuidados a pacientes com transtornos mentais. Trata-se de estudo descritivo, de abordagem quantitativa, realizado em unidade de urgência e emergência psiquiátrica de um pronto-socorro municipal no interior de São Paulo. Os dados foram coletados por meio da aplicação de um questionário, com uma amostra de 69 técnicos de enfermagem, caracterizados predominantemente pelo sexo feminino, adultos, com ensino médio e nível superior, atuantes em apenas um emprego e tempo de trabalho na instituição, na mesma equipe de enfermagem, entre 2 e 5 anos. À maioria havia sido disponibilizado conteúdo teórico sobre identificação de sinais e sintomas de transtornos mentais, grande parte demonstrava interesse pelo processo de educação continuada, mas menos da metade recebeu informações sobre a sistematização da assistência de enfermagem. Os sentimentos positivos expressos em relação a pacientes com transtornos mentais foram: compaixão e aceitação, e os negativos, insegurança e tristeza. As pessoas com transtornos mentais são percebidas como normalmente imprevisíveis e que necessitam de cuidados constantemente. Os sujeitos consideraram-se confortáveis em atender pessoas com transtornos mentais e afirmaram que o local mais adequado para essas pessoas é o hospital. Temas como saúde mental, violência doméstica e doenças infectocontagiosas foram sugeridos para futura abordagem na educação continuada. Os participantes consideraram o uso de drogas psicoativas a principal causa das doenças mentais. Ressalta-se que instrumentos validados para avaliar conhecimentos, atitudes e sentimento de profissionais de enfermagem ainda são escassos. Os resultados apontam a necessidade de capacitação continuada sobre assistência de enfermagem a pessoas com transtorno mental nas unidades de urgência e emergência
This present study aimed to evaluate attitudes and knowledge of staffs of nurses on nursing care to patients with mental disorders. This is a descriptive study of a quantitative approach. The study was conducted in an urgency and emergency psychiatric unit of a emergency hospital of interior of São Paulo. The instruments used were: socio-demographic information related to professional training; attitudes and knowledge on identifying signs and symptoms; feelings and nursing assistance for individual with mental disorders. The data were collected before the first class of the course of capacitation in mental health, which was divided into six themes related to the most common mental disorders (mental signs/symptoms, nursing care with emphasis on interpersonal relationships). The sample consisted of 69 nursing professionals, characterized by being predominantly female, adults with high school and college level, with only one job, and work in the institution, on the same team and in nursing from 2 to 5 years. More than a half of the sample had received theoretical content about identifying signs and symptoms of mental disorders, but fewer than half received information about the systematization of nursing care, in addition that beneficiaries announce interest in the continuing education process. The positive feelings expressed towards to patients with mental disorders were compassion and acceptance, and the negative, insecurity and sadness. Individuals with mental disorders are perceived as usually unpredictable and constantly requiring care. Feeling comfortable in helping people with mental disorders and the most appropriate place for these people is the hospitals have been evidenced. Topics such as mental health, domestic violence and infectious diseases were suggested to be working in the future in continuing education. Psychoactive drugs were considered as the main cause of mental illness. Validated tools to assess knowledge, attitudes and feelings of nursing professionals are still scarce. The results to point to need for continued capacitation in nursing assistance for people with mental disorders in urgency and emergency units

APA, Harvard, Vancouver, ISO, and other styles

42

Kwan, Ho Shiu-fong Cecilia, and 關何少芳. "The role of parent training in the management of mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974752.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Fabian, Todd Fred. "Social skills training to help increase support networks for the mentally ill." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2677.

Full text

Abstract:

An individual's friendship networks are relationships that assist in coping with life's challenges on a daily basis. Individuals failing to receive nurturing and reinforcement from their networks can have their mental health jeopardized. Within the chronic mentally ill, these failures have been found to result in higher re-admission rates into inpatient care. It is important to have opportunities to establish social networks that could assist with daily life struggles, and prevent decompensation requiring hospitalization. This study's purpose was to implement social skills training to promote social skill development, leisure skill development, and foster development of a social network. Participants were selected by whose score fell below the median (N = 49) of Mortweet's Perceived Social Support Questionnaire (1991). Training lasted for 10 weeks with a pre/posttest control group with pre-existing groups experimental design. Despite not having any significant training effects revealed in data, I believe training was successful based on self-reports and observations of participants getting involved in activities since completion of training (bowling league, school, attending day programs, finding a job). (Abstract shortened by UMI.)

APA, Harvard, Vancouver, ISO, and other styles

44

Fjellman, Andreas. "Mental practice for military performance." Thesis, Swedish National Defence College, Swedish National Defence College, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-836.

Full text

Abstract:

The aim was to examine whether the Swedish Armed Forces can use mental training to develop the soldiers and officers in the military profession, a secondary objective was to examine how mental training methods can be integrated into the Swedish Armed Forces' daily activities. The study was carried out in the form of a literature review. The search of literature was done in scientific and military data bases, and retrieval from the Department of Leadership and Management (ILM) in Karlstad. The literature and articles were reviewed which resulted in only 19 out of 64 collected works were judged to have acceptable scientific quality and be of relevance for the topic. The results of the survey show that the use of mental training techniques goal setting, imagery, self-talk and relaxation strategies can produce positive effects for individual development of soldiers and officers. First, by allowing them to improve performance and stress management ability, secondly by creating motivation. An integration of the mental training techniques requires a training of officers carried out by experts and an individual motivation in soldiers.

APA, Harvard, Vancouver, ISO, and other styles

45

Kroening, Kathleen M. "Measuring outcomes : the impact of a three-day mental health training on juvenile corrections officers day-to-day decision-making regarding the mentally ill youth in their care /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Alsegård, Helena. "Ta trappan till uppsatsen : En studie om stöd och hinder i uppsatsskrivande bland yrkesverksamma deltidsstudenter vid Nationellt Centrum för Utomhuspedagogik." Thesis, Linköping University, Department of Culture and Communication, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54420.

Full text

Abstract:

”Ta trappan till uppsatsen” är en hermeneutiskt inriktad empirisk studie baserad på en kvalitativ undersökning. I intervjuerna, som är gjorde i två fokusgrupper med hjälp av semi-strukturerade frågor, deltog åtta studenter som går magisterprogrammet i utomhuspedagogik 2007-2009 på Linköpings Universitet (LiU).

Syftet med denna uppsats är att genom en empirisk studie undersöka hur studenter som läser utomhuspedagogik vid Linköpings Universitet upplever sin process att påbörja, genomföra och slutföra skrivandet av sin magisteruppsats. Jag fokuserar i studien på betydelsen av stöd och vilka eventuella hinder som studenterna upplever personligen, i sin nära omgivning och i relationen med universitetet.

Resultatet visar att majoriteten av dessa vuxna studenter, som i snitt arbetar ca 90 % parallellt med deltidsstudierna på 50%, ansåg att de viktigaste motivationsfaktorerna inför påbörjandet av uppsatsen var den egna känslan av inre tillfredsställelse samt att få ökad respekt för sitt arbete från kollegor och chefer.

Under genomförandet ansåg majoriteten att olika ”mentala verktyg” varit till stöd, samt när det fanns en tydlig progression i trappstegsform gällande speciellt litteraturen och reflektionen. Positivt var även att starta med uppsatsen tidigt under kursen. Det fanns en oro för att inte få kontinuerlig handledning och tydlig och konkret information om uppsatsskrivandet från LiU, vilket upplevdes som hinder i skrivprocessen.

Vid slutet av skrivprocessen hade betydelsen av yttre bekräftelse minskat och den egna inre motivationen var viktigast. Den sociala grupprocessen ansågs ha haft betydelse för kursens genomförande och deltagarna önskade mer webbaserad kontakt mellan träffarna.

Abstract

“To take the stair to the Essay” is a hermeneutically bent empirical study based on a qualitative research. In the interviews, which are done with two focus groups with help of semi- structured questions, eight students participated who studied the Master program in Outdoor Education 2007-2009 at Linköpings University (LiU).

The purpose with this essay is to examine with an empirical study how students who are studying Outdoor Education at Linköpings University experiences their process to begin, carry out and complete their writing of the Master Essay. In the study I focus on the significance of support and what possible obstacles the students experienced personally, in their surroundings and in relation with the University.

The result shows that the majority of these adult students, which on average work approximately 90% parallel to the part time studies on 50%, thought that the most important factors of motivations before the beginning of the Essay was the own feeling of inward satisfaction along with gaining increased respect from colleagues and employers for their work.

During the realization the majority thought that different “mental tools” had been supportive, together with when there had been a plain progress in the step-form applicable especially with the literature and the reflection. It was also positive to begin early with the Essay during the course. There was a concern for not getting continuously guidance and plain and concrete information about the Essay writing from LiU, which felt like an obstacle in the writing process.

At the end of the writing process the importance of outward confirmation had decreased and the own inward motivation was the most important. The social group process regarded to have had significance on the realization of the course and the participants wished a more web based contact between the meetings.

APA, Harvard, Vancouver, ISO, and other styles

47

Bäck, Thomas. "Från student till yrkesverksam polis - mental träning i polisutbildningen och polisyrket : Polisstudenters och yrkesverksamma polisers upplevda kompetens i mental träning." Licentiate thesis, Umeå University, Department of Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-31386.

Full text

Abstract:

This study is about police students’ and professional police officers’ experienced competence in mental preparation training. The aim with the study is to compare how police students’ in the beginning and in the end of the Basic Training Programme for Police Officers perceive their competence in mental preparation training and how a selection of these students perceive their competence after one respectively two and a half year as police officers. The aim is also to compare the formal competence required of students who have passed the Basic Training Programme for Police Officers with the competence students actually think they have, and the formal competence required within the police profession with the competence police officers with differently long time as professionals experience that they have. Moreover the study includes a comparison between the formal and experienced competence in the Basic Training Programme for Police Officers and in the police profession. The empirical data of the study is based on a web questionnaire to the different groups of students and follow-up interviews with a selection of these students. The results show that the students’ perceived competence increases during the Basic Training Programme and that the experienced competence at the end of the programme to a relatively large extent corresponds to the formal competence of the programme. The difference between the formal competence required in the police profession and the police officers’ experienced competence is relatively small. The police officers’ experience though is that their competence in mental preparation training is not requested in the profession to any larger extent.

Key words: Police, competence, mental preparation training.

APA, Harvard, Vancouver, ISO, and other styles

48

Bressington, D. "Medication management training for mental health professionals : a programme of research." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12800/.

Full text

Abstract:

Aim This research programme aimed to investigate issues relating to the management of patient non-adherence with antipsychotic medication. The findings from the patient-related studies and the systematic literature review informed the development of a medication management staff training programme; which was evaluated in terms of the effects on mental health professionals’ understanding and clinical practice in Hong Kong. Background Medication management interventions which are designed to maximise the potential benefits of antipsychotic medication for severe mental illness have shown promise in improving symptoms, reducing relapse rates and addressing non-adherence. Subsequent medication management studies which involve training mental health professionals in similar psychosocial interventions have also demonstrated that improvements in mental health professionals’ knowledge, attitudes and skills can result in improved patient outcomes; however, the studies have not been replicated outside western general psychiatry settings and therefore the effects of training mental health professionals in other clinical contexts have not been established. Methods This research programme consists of a series of five studies that utilised a variety of methodological approaches. Three cross-sectional surveys were used to identify and explore clinical problems central to medication management in order to refine the staff training programme; the first investigates the extent of, and associations with, antipsychotic medication non-adherence in prisons. Qualitative interview data from the prison study provides additional context to the requirements for medication management training interventions by exploring prisoners’ experiences of taking antipsychotic medication. The second survey ascertains and explores the problem of non-adherence with antipsychotics in an Asian population, and the third provides an estimate of potential treatment-related physical health problems. A systematic literature review investigates studies which measure the effects of medication management training on clinicians’ knowledge, attitudes and skills. Finally concept mapping and clinicians’ narratives are used in a longitudinal case series 2 study in order to establish the transferability of medication management training to an Asian setting and evaluate the effects of training on clinicians’ understanding and clinical practice. Results Patients’ positive attitudes towards antipsychotic medication, particularly awareness of the need for treatment predicted higher levels of adherence, and concerns about the adverse effects of these medications are closely related to the environmental context of treatment. Concerns associated with antipsychotic side effects appear to be less prominent when patients are not working or in prison but they may influence adherence when demands on functioning change. The modified medication management training was effective in improving clinicians’ understanding and was felt to be transferrable to an Asian setting, but patients’ and families’ traditional cultural beliefs about mental illness and concerns about the effects of western medication on physical health were found to be particular challenges when implementing adherence interventions. Patients with severe mental illness in Hong Kong are twice as likely compared to the general population to have developed metabolic syndrome, consequently medication management interventions could require greater focus on the identification and management of physical health problems; which may help to address patient and family concerns about long-term treatment. The staff training programme requires psychopharmacology teaching, provision of clinical supervision and side effects management content in order to improve clinicians’ confidence when implementing medication management interventions. Conclusions Concerns about the adverse effects of treatment that influence adherence are environmentally bound. As influences on medication adherence are different in different settings, staff training programmes should place more emphasis on the local context in order to improve efficacy and the feasibility of implementation. The results suggest that in Hong Kong medication management interventions should have an increased focus on families and that treatment satisfaction could be a suitable target for interventions. The findings also present a question about whether previous medication management studies have given due consideration to predicting and managing concerns about the impact of side effects on functioning over the longer term and the potential effects of medication on patients’ physical well-being. The outcomes of this programme also demonstrate that future medication management training studies need to use robust study designs in order to more certainly attribute clinicians’ improvements to the training intervention and could consider measuring treatment satisfaction as a primary patient outcome measure.

APA, Harvard, Vancouver, ISO, and other styles

49

Bull, S. J. "Understanding and predicting adherence to mental skills training programmes in sport." Thesis, University of Brighton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278030.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Noreuil, Margaret B. "Education and Training on Social Networking Websites for Mental Health Providers." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811142.

Full text

Abstract:

Social networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown.

This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study.

Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Mentales Training'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles