Current Behavioral and Psychosocial Interventions for HIV/AIDS

Current Behavioral and Psychosocial Interventions for HIV/AIDS

Date: December 1, 2011
Creator: Vosvick, Mark A.
Description: This presentation is part of the faculty lecture series UNT Speaks Out on AIDS. This presentation discusses recent directions in psychosocial research on HIV/AIDS in the United States.
Contributing Partner: UNT College of Arts and Sciences
Licensed Professional Counselors’ Attitudes Toward People with Schizophrenia: Predictors of Interest in Providing Interventions

Licensed Professional Counselors’ Attitudes Toward People with Schizophrenia: Predictors of Interest in Providing Interventions

Date: August 2012
Creator: Hoy, Kathleen Elaine
Description: For individuals with schizophrenia and their caregivers, psychosocial interventions have been shown to significantly improve recovery and reduce relapse rates. Although this population is underserved and stigmatized, counselors have been excluded from most research into attitudes toward and interventions for these families. Using a stratified random sample survey design, researchers explored the relationships between participating U.S. Licensed Professional Counselors’ attitudes towards, recovery beliefs regarding, familiarity with, desire for social distance from, and interest in providing services to individuals with schizophrenia and their caregivers. Most of the 111 participants (11.1% response rate) identified themselves as female (83.8%) and Caucasian (86.5%). A few participants described themselves as Hispanic (6.3%) or Black or African-American (5.4%). Respondents ranged in age in years from 20’s to 60’s with the largest group in their 40’s. Descriptive statistics indicated that the majority of LPC participants reported low to moderate stigmatizing attitudes, strong beliefs in recovery, and moderate to high interest in providing interventions for people with schizophrenia and their caregivers. Furthermore, almost half of participating LPCs reported already working with individuals with schizophrenia. Bivariate correlations and hierarchical regressions indicated that high interest in providing interventions for this population was significantly correlated (p < .01) with high frequency ...
Contributing Partner: UNT Libraries
Three Important Things to Consider When Starting Intervention for a Child Diagnosed with Autism

Three Important Things to Consider When Starting Intervention for a Child Diagnosed with Autism

Date: 2010
Creator: Ala'i-Rosales, Shahla & Zeug, Nicole M.
Description: Article discussing three important things to consider when starting intervention for a child diagnosed with autism.
Contributing Partner: UNT College of Public Affairs and Community Service
Programming for Students with Emotional/Behavioral Disorders:  The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions

Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions

Date: August 2010
Creator: Hathcote, Andrea Raye Dubre
Description: Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The district-level directors were asked to forward the survey to all personnel providing direct or indirect services to students with EBD. Survey participants were asked to rate 27 evidence-based interventions for students with EBD in three categories on a 5-point Likert scale: (a) importance of the intervention; (b) frequency of use of the intervention; and (c) preparedness to implement the intervention. With a response rate of 32% and representation from all 20 educational service center areas, data were analyzed through simple frequency statistics to determine that most respondents were public school special educators who had been in their current position for 5 years or less. They identified a climate that supports successful teaching and learning and clear rules/expectations as very important. They reported using procedures for the use of physical restraint most frequently, and being most well-prepared to implement clear rules/expectations. A canonical correlation analysis revealed an inverse relationship between importance ratings of tertiary level interventions and frequency of use and preparedness to implement primary level interventions which implies that while practitioners rate tertiary level interventions ...
Contributing Partner: UNT Libraries