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- Finnes, Anna, et al.
(författare)
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Comparing the Efficacy of Multidisciplinary Assessment and Treatment, or Acceptance and Commitment Therapy, with Treatment as Usual on Health Outcomes in Women on Long-Term Sick Leave : A Randomised Controlled Trial
- 2021
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI. - 1661-7827 .- 1660-4601. ; 18:4
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Tidskriftsartikel (refereegranskat)abstract
- Background: Chronic pain and mental disorders are common reasons for long term sick leave. The study objective was to evaluate the efficacy of a multidisciplinary assessment and treatment program including acceptance and commitment therapy (TEAM) and stand-alone acceptance and commitment therapy (ACT), compared with treatment as usual (Control) on health outcomes in women on long-term sick leave.Method: Participants (n = 308), women of working age on long term sick leave due to musculoskeletal pain and/or common mental disorders, were randomized to TEAM (n = 102), ACT (n = 102) or Control (n = 104). Participants in the multidisciplinary assessment treatment program received ACT, but also medical assessment, occupational therapy and social counselling. The second intervention included ACT only. Health outcomes were assessed over 12 months using adjusted linear mixed models. The results showed significant interaction effects for both ACT and TEAM compared with Control in anxiety (ACT [p < 0.05]; TEAM [p < 0.001]), depression (ACT [p < 0.001]; TEAM [p < 0.001]) and general well-being (ACT [p < 0.05]; TEAM [p < 0.001]). For self-rated pain, there was a significant interaction effect in favour of ACT (p < 0.05), and for satisfaction with life in favour of TEAM (p < 0.001).Conclusion: Both ACT alone and multidisciplinary assessment and treatment including ACT were superior to treatment as usual in clinical outcomes.
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| 2. |
- Godhe, Anna-Lena, et al.
(författare)
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Exploring theoretical conceptualizations and implications for assessment, technology and multimodality
- 2021
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Ingår i: Symposium: Formative assessment, multimodality and assessment.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students and teachers constantly engage in everyday interactions in classrooms by drawing on various multilingual, multimodal and multisensory resources. They draw attention, not only to linguistic and personal relations, but also to artifacts, spatial organization, and other multimodal, sensory properties. In this third presentation, we unpack features of everyday transactions in classrooms from different perspectives on multimodality and literacy. Through different theoretical perspectives, we aim to explore conceptualizations of the two concepts and their relationship to assessment of multimodal texts in a school context.The ambition is to illustrate how different views give attention to the material resources and/or the human meaning-making aspect of semiotic resources. We will discuss how these two aspects may relate to each other and how different comprehensions affect the assessment of students' multimodal texts.
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| 3. |
- Godhe, Anna-Lena, et al.
(författare)
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Exploring theoretical conceptualizations and implications for assessment, technology and multimodality
- 2021
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Students and teachers constantly engage in everyday interactions in classrooms by drawing on various multilingual, multimodal and multisensory resources. They draw attention, not only to linguistic and personal relations, but also to artifacts, spatial organization, and other multimodal, sensory properties. In this third presentation, we unpack features of everyday transactions in classrooms from different perspectives on multimodality and literacy. Through different theoretical perspectives, we aim to explore conceptualizations of the two concepts and their relationship to assessment of multimodal texts in a school context. The ambition is to illustrate how different views give attention to the material resources and/or the human meaning-making aspect of semiotic resources. We will discuss how these two aspects may relate to each other and how different comprehensions affect the assessment of students' multimodal texts.
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