Drop-out from parenting training programmes : a retrospective study

Objective: Parent training programmes are a well-established treatment approach for children and adolescents with disruptive behaviour disorders. However, dropout from treatment is a common problem that confounds research on the efficacy of this approach, and wastes important mental health resources. This study sought to further our understanding of the reasons why parents drop out of parent training programmes.

Method: Nine parents of children with disruptive behaviour disorders who had dropped out of a parent training programme were interviewed to investigate why they discontinued the programme.

Results: Parents who dropped out of treatment believed that their children were more difficult than other children with the same disorder and may have been better suited to a child-focused intervention. The parents themselves had very stressful lives, with the majority being single mothers with little support. Dropout parents also had difficulty with the group context and putting strategies into place. Practical concerns included parking, timing of session and the length and number of sessions.

Conclusions: The findings are discussed in terms of what modifications can be made to these programmes to increase retention.

Effectiveness of prevention programmes for obesity and chronic diseases amongst immigrants to developed countries - a systematic review

Objective: To determine whether interventions tailored specifically to  particular immigrant groups from developing to developed countries  decrease the risk of obesity and obesity-related diseases.

Design: Databases searched were MEDLINE (1966–September 2008), CINAHL (1982–September 2008) and PsychINFO (1960–September 2008), as well as Sociological Abstracts, PsychARTICLES, Science Direct, Web of Knowledge and Google Scholar. Studies were included if they were randomised control trials, ‘quasi-randomised’ trials or controlled before-and-after studies. Due to the heterogeneity of study characteristics only a narrative synthesis was undertaken, describing the target population, type and reported impact of the intervention and the effect size.

Results: Thirteen studies met the inclusion criteria. Ten out of thirteen (77 %) studies focused on diabetes, seven (70 %) of which showed significant improvement in addressing diabetes-related behaviours and glycaemic control. The effect on diabetes was greater in culturally tailored and facilitated interventions that encompassed multiple strategies. Six out of the thirteen studies (46 %) incorporated anthropometric data, physical activity and healthy eating as ways to minimise weight gain and diabetes-related outcomes. Of the six interventions that included anthropometric data, only two (33 %) reported improvement in BMI Z-scores, total skinfold thickness or proportion of body fat. Only one in three (33 %) of the studies that included cardiovascular risk factors reported improvement in diastolic blood pressure after adjusting for baseline characteristics. All studies, except four, were of poor quality (small sample size, poor internal consistency of scale, not controlling for baseline characteristics).

Conclusions: Due to the small number of studies included in the present review, the findings that culturally tailored and facilitated interventions produce better outcomes than generalised interventions, and that intervention content is more important than the duration or venue, require further investigation.

How community development programmes can foster re-engagement with learning in disadvantaged communities : leadership as process

Family and community capacity building projects in Tasmania are attempting to address the disadvantage of communities marginalised by socio-economic and other influences. Collaborations between the projects, community members and groups, and education and training organisations, have resulted in a leadership process which has fostered reengagement with learning in these disadvantaged communities. This study uses an ethnographic research methodology to examine the experiences of a number of new students or trainees, and the partnerships and collaborations which evolved between community development programmes, community members and groups, and educational and training organisations. Such collaborations may develop into dynamic leadership processes, enhancing social capital formation — thereby fostering genuine community development — while also facilitating re-engagement with learning.

UnitingCare West Outreach Services and the Good Lives Model of offender rehabiliation

UnitingCare West is a not-for-profit community services organisation committed to achieving justice, hope and opportunity for all, and works to support and empower in particular those most in need in the WA community. Through its program Outreach Services, it delivers a specialist re-entry service for sex offenders and men serving life and indeterminate sentences. The program has recently been reviewed by Dr Andrew Day from the Centre for Offender Reintegration, Deakin University with input from Dr Tony Ward, University of Victoria, Wellington, New Zealand. In this paper we describe the aims of the review, the process and findings and our ongoing work in developing a rationale for the service that is underpinned by the Good Lives Model (GLM) of offender rehabilitation. More generally, the presentation will seek to understand the needs of offenders who re-enter the community following long-term imprisonment in relation to those areas of need identified in the GLM.

Measuring the success of intervention programmes designed to increase the participation rate by women in computing

Many intervention programmes to encourage greater female participation in computer education and careers have been conducted in the last twenty years. These intervention programmes take considerable time, effort and money to design and implement. If success were to be measured by an increase in the percentage of female students undertaking computing courses then these programmes would have to be considered a failure. This paper describes a research project which examined fourteen intervention programmes in detail. From the perspective of the programme champions each of the intervention programmes was considered successful, even when this success was restricted to specific areas or limited to small groups of individuals. Formal evaluation appeared to have been an afterthought rather than a priority of many of the programme champions. Some programmes appeared to be less effective due to the lack of targeted and clear goals or predetermined evaluation criteria. It is recommended that during the initial planning phase for intervention programmes a clear objective is to consider what a successful programme would look like and what the evaluation criteria would be. Further work is needed to understand how intervention programmes can be better designed and evaluated so that their impact and success can be expanded.

Optimal models for the provision of postgraduate programmes in TESOL for tertiary teachers of English in a developing country

Investigates the major theoretical and practical issues related to distance education and English language teacher retraining. Suggests a number of models for the provision of Australian postgraduate programmes in TESOL for the upgrading of the teaching qualifications of Vietnamese tertiary teachers of English.

Attracting women to computing : a framework for evaluating intervention programmes

The lack of women in the computing industry in Australia, and in many western countries, is a problem that has been recognised by academics, the industry and governments. Over the last 20 years there have been many attempts to redress this gender imbalance via intervention programs aimed at increasing female participation in computing education and ultimately the computing profession. However statistics show no improvement in the rate of participation of females in this industry and anecdotal evidence suggests that these intervention programmes have not been as successful or effective as was anticipated. Evaluation could determine the effectiveness of such programmes yet only limited evaluations appear in the literature about intervention programmes established to encourage females in computing. This research sought to investigate how these types of intervention programmes should be evaluated.

Maintaining change programmes for offenders : some suggestions for practice

Despite the widespread acceptance that follow-up or maintenance sessions are an important part of the change process for those who have completed offender rehabilitation programmes, there have been few attempts to articulate the basis upon which such sessions might be developed. This paper reviews the current theoretical and empirical literature relating to maintenance programmes, concluding that whilst there are a number of theories which might be relevant to the design of effective maintenance programmes, there is almost no empirical basis from which to make any assessment of their likely value or effectiveness.

Collaboration with entrepreneurship education programmes : building spinout capacity at universities

As the University Spin Out (USO) has become a highly desirable outcome for commercialization efforts, the development of entrepreneurial capacity within the university system becomes increasingly more important. We hypothesize that entrepreneurship education (EE) programs ceterus paribus may play a role in developing this capacity. This paper examines the attitudes and perceptions of academics who are directly involved in the field of EE programs with four research goals in mind: 1) to determine whether or not there are perceived advantages to collaboration between EE programs and technology transfer departments, 2) identify specific factors that influence these perceptions, (3) query academics as to perceived barriers to collaboration, and (4) to identify whether collaborations already exist and categorize them. Our findings suggest that significant advantages from collaboration between these two functions are perceived and that indirect linkages are believed to be more important than direct linkages.

Experiences of engagement in occupations and assertive outreach services

Aim: The purpose of this study was to describe the experience and meaning of engagement for staff and clients of assertive outreach teams.
Method: Interpretative phenomenological analysis was selected for its flexibility and transparency. Data were collected by semi-structured interviews from a sample of five client and five staff participants (n = 10). The interviews were analysed idiographically, inductively and interrogatively.
Findings: Four themes identified by both staff and client participants emerged: engagement as an interpersonal relationship, engagement in and through time, enabling and disabling factors and engagement in occupation. In addition, clients developed a theme around engagement as a means to self-actualisation. Staff also raised a specific theme around the role of engagement in mental health services.
Conclusion: Staff and clients experienced engagement in broadly similar ways, but with differing emphases. Although all participants described it as both an invisible 'means' and a visible 'end', the staff related engagement only to mental health services whereas the clients experienced it in the context of both mental health services and occupations.
Relevance: This study is relevant to all occupational therapists who work with people experiencing mental health problems.

Outcome measures in assertive outreach : one team's journey towards a system of implementation

The article describes a team's efforts to develop a workable system of outcome measures as a means of supporting good practice and fostering meaningful therapeutic relationships with clients. The team identified their reasons for using outcome measures. Then, they considered what they wanted to measure. The Health of the Nation Outcome Scale was identified as the only compulsory outcome measure. Throughout the process, team members often expressed the need for the system to be workable.