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- Dunér, Anna, 1962, et al.
(författare)
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TalkingMats as a decision aid to promote involvement in choice and decision-making around home care services for older people with mild to moderate dementia - study protocol for a randomized controlled trial.
- 2023
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Ingår i: BMC geriatrics. - : BioMed Central (BMC). - 1471-2318. ; 23:1
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, 72% of people with dementia live in ordinary housing. Of these, 50% receive home care services. Older people with dementia may benefit from developments in decision-making support which aim to facilitate their ability to communicate their personal needs and preferences with care managers and staff in home care services. In this study, we will test and evaluate the use of TalkingMats in Swedish municipal home care services for older people with mild to moderate dementia. TalkingMats is a low-technology communication tool, to help people with communication difficulties express their views. It uses a simple system of picture symbols which are placed on a textured mat. This study will provide insight into the extent to which TalkingMats benefits older people with dementia to feel more involved in decisions related to home care services. In addition, this study will assess the extent to which the use of TalkingMats promotes service providers' efforts to involve service recipients in decision making. The implementation of TalkingMats in home care services will also be studied.A parallel group, two-armed randomized controlled trial design in which TalkingMats and Usual Conversation Method will be compared. Two specific situations where older people with dementia must make decisions about home care services will be studied. First, a follow-up needs-assessment conversation between study participants and care managers will be studied. Second, a conversation between participants and home care staff regarding the delivery of the decided home care services will be studied. In addition, a qualitative approach will be used to gain an understanding of study participant and service provider experiences of the impact and implementation of TalkingMats.The combined exploratory, descriptive, and experimental study design is considered an important strength which will facilitate multi-facetted knowledge production concerning the involvement and communication needs of older people with dementia generally and within the context of home care services specifically. Combining qualitative and quantitative methods will maximize our ability to assess the effects of TalkingMats.ClinicalTrials.gov ID: NCT05561998 . Registered in September 28, 2022.
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| 3. |
- Ferrer-Wreder, Laura, et al.
(författare)
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The Cultural Adaptation of Interventions to Promote Positive Development : The Preschool Edition of PATHS® in Sweden
- 2021
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Ingår i: Handbook of Positive Youth Development. - Cham : Springer. - 9783030702618 - 9783030702625 ; , s. 399-413
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Bokkapitel (refereegranskat)abstract
- This chapter is a commentary regarding advances in the intervention cultural adaptation research literature, particularly as it concerns positive development (PD) interventions. An overview of research on PD interventions is provided. Thereafter, the chapter focuses on the implementation of PD interventions cross-nationally, highlighting the importance of cultural adaptation in this process. The Planned Intervention Adaptation (PIA) protocol is used along with a case study, as an illustration of steps that can be taken in the cultural adaptation of interventions and to highlight issues that can be at stake when culturally adapting PD interventions. The case is an overview of the cultural adaptation of the preschool edition of PATHS®. PATHS® is an American (U.S.) developed, school-based teacher implemented intervention designed to support young children’s social emotional competence and to change schools’ climate in ways that foster social emotional learning. Social emotional competence is an important expression of PD. This chapter provides an overview of how specific aspects of culture and context were considered in a PATHS® effectiveness trial. This chapter concludes with a summary of lessons learned from this case and the need to culturally recast some concepts in the process of translation, as well as a consideration of promising approaches to advance the development, impact, and spread of adaptable culturally relevant PD interventions.
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| 5. |
- Kapetanovic, Sabina, 1980-, et al.
(författare)
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Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Early interventions that foster the participation, engagement, and development of children attending preschools, including those in economically disadvantaged (low-income) neighborhoods, are of high priority. One such intervention is a universal socioemotional learning (SEL) program called Promoting Alternative Thinking Strategies (PATHS®) which aims to promote social emotional competence and positive adjustment in children, in general, and may have unique benefits for children attending preschool in low incomes areas. In the SEL field, areas in need of exploration include the possible role that neighborhood income level (i.e., all residents’ income in a postal code that a preschool is located in) could have for children’s social emotional competence and positive adjustment and how neighborhood income level may relate to benefits of an intervention such as PATHS. The study aims were to investigate 1) the baseline group differences in social emotional competence and adjustment depending on the neighborhood income level and 2) to determine if neighborhood income level moderated the effects of PATHS on children’s social emotional competence and adjustment from pre to posttest. Participants were 275 children aged four to five years old, from the preschools randomized into an immediate intervention (n = 145 children) or a wait-list control group (n = 130 children). Overall, 42.9% (n = 118) of the children attended preschools in economically disadvantaged neighborhoods and 57.1% (n = 157) of the children attended preschools in economically advantaged neighborhoods. Children’s social emotional competence and adjustment were assessed through child tasks, child observations and teacher reports. The moderation of intervention effects by the preschools’ neighborhood income was tested in a series of just-identified structural equation models (SEM) that explored interaction effects (income*PATHS interactions). At baseline, relative to children attending preschool in economically advantaged preschools, children attending preschool in economically disadvantaged neighborhoods showed lower levels of inhibitory control, working memory, task orientation and higher levels of inattention. Children attending preschools in economically disadvantaged neighborhoods participating in PATHS also showed reductions in inattention, social withdrawal and anxiety compared to control group children also attending preschool in disadvantaged neighborhoods. Additionally, PATHS children from advantaged neighborhoods improved their prosocial behavior, but not their social independence, relative to control group children who also attended preschool in advantaged neighborhoods. Offering PATHS as an SEL intervention in early childhood education and care settings could help to reduce disparities among children in a number of key outcomes.
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| 6. |
- Karlsson, Matilda, et al.
(författare)
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Developing preventive interventions for youth in local settings - what can science learn from practice about intervention development?
- 2022
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Ingår i: European Society for Prevention Research EUSPR. ; , s. 24-24
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Children and teens placed in out-of-home care experience a long-term disadvantage in virtually all health-related and socioeconomic outcomes compared to youth who do not have this experience. Few interventions that aim to support youth in leaving out-of-home care and help them prepare for adult life have been identified in the scientific literature. Even fewer have evidence of being effective. As a response to the lack of consistent support for young care leavers in Sweden, two attempts to develop transition services have been initiated during the past few years. Practice experience of intervention development has not been leveraged in scientific research and though many theoretical frameworks for intervention development have emerged in recent years, such frameworks are often developed by researchers, for researchers. Still, most interventions are developed by practitioners, in local practice settings. Research indicates that locally developed interventions seem to be more successful than interventions that are adopted without adaptation. Investigating how practitioners approach conceptualization and development of interventions can provide an important insight into how interventions can better be designed to fit the needs of those for whom they are designed and increase our theoretical and empirical understanding of this process. By exploring the development process of locally developed interventions for youth leaving out-of-home care in Sweden, the aim of this project is to contribute to the intervention development literature by investigating the possibility for researchers to learn from practice about how we can develop more effective and ethical interventions for vulnerable populations. Interviews with developers of preventive interventions for youth will explore activities and priorities in the practice-based intervention development process and how these compare and contrast across a spectrum of approaches to intervention development in the scientific literature. Preliminary results and implications for future practice and research will be discussed based on the interviews.
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