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This intervention manual reflects the UCLA Semel Institute-Center for Community Health new strategy to take a holistic approach to help MMT service providers and clients address obstacles and challenges in order to enhance the effectiveness of MMT programs through providing intervention programs for service providers at the selected MMT clinics in Sichuan Province, China. The ultimate goal of the intervention is to improve the physical health and mental health, enhance treatment adherence and reduce HIV risk for the participating MMT clients
The purpose of this intervention outline is to serve as a guideline for intervention facilitators for training and preparing commune health workers (CHWs) to intervene injecting drug users (IDUs) and their family members (FMs).
The TEA (Together for Empowerment Activities) intervention for HIV-affected families in Anhui of China is delivered at three levels simultaneously: 1) TEA Gathering (small group for parent living with HIV [PLH] and family members at the individual level), 2) TEA Time (home-based family activities with children that accompany each TEA Gathering at the family level), and 3) TEA Garden (community events that build social integration for HIV-affected families). The theoretical framework underlying the intervention sessions.
This guide supports evidence based interventions by providing skills and helpful principles focused on relationship skills and problem management, this guide also provides tools for self management and behavior change.
Skills building intervention that aims to identify a skill that the child wants to develop, set a goal involving the talent or skill he/she wants to develop, and start practicing mastering small steps needed until each goal is achieved.
Skills building intervention to provide the caregiver with a convenient, systematic, immediate, and powerful consequence for misbehavior. The more frequent the behavior, the more caregiver attention and monitoring will need to occur, and child’s developmental stage: younger children or children with developmental delays will require simpler penalty programs with fewer target behaviors than will older children.
Skills building intervention that aims to identify target behavior or emotion to monitor, to develop a rating scale to increase accuracy of the observations, and to create a recording procedure.
Skills building intervention that aims to provide children with a systematic way to negotiate problems and to consider alternative solutions to situations. Familiarize the child with this problem-solving process by starting with your own problem and allow the child to help you in working through the problem solving steps.
Skills building intervention that aims to present the idea that staying calm and relaxing is a good way to affect the way we feel, to demonstrate what relaxation feels like to children who have difficulty relaxing, and to increase a child’s awareness about his or her own tension so that relaxation skills can be applied at
the proper time.
Skills building intervention that aims to inform the caregiver about the value of praise, to provide the caregiver with strategies to increase the child’s appropriate behavior, and to encourage participation in treatment.
Skills building intervention that aims to identify target behaviors to monitor, to develop a rating scale to increase the accuracy of observation, and to create a recording procedure. Monitoring is gathering information about the child’s behavior to identify area of concern and provide information about how treatment is going.
Skills building intervention that aims to promote rapid acquisition of a new skill (e.g., approaching a feared object, having a conversation) and to provide an opportunity for a caregiver to demonstrate the skill or to cue the child to use the skill in appropriate situations.
Skills building intervention that aims to provide a rationale for using a goal setting framework, to identify goals that are important to the child and family, and to establish a realistic, achievable progression of steps towards desired goals.
Skills building intervention that aims to begin to establish rapport with the parent, to elicit the parent’s perspective regarding the child’s main challenges and goals for improvement, and to identify and reduce practical and psychological barriers to participation.
Skills building intervention that aims to increase the amount of positive attention provided to the child, even if the child has misbehaved, at other times during the day. The intervention also aims to teach the caregiver to attend to positive behaviors and to promote the child’s sense of self-worth.
Skills building intervention that aims to explain the different ways that people relate to one another, to teach youth how to use socially appropriate strategies to express feelings, stand up for themselves, and disagree with others, and to assist youth in practicing situations in which assertive strategies would be appropriate.
Skills building intervention that aims to emphasize the link between positive activities and feeling good, to note that doing more things with someone we like is a good way to enjoy activities, and to explain that we can make ourselves busy so that we don’t have time to worry or feel bad.
This course is designed to equip you with the skills and knowledge necessary to perform your role as a Mentor Mother. You will learn about various aspects of maternal care during pregnancy, and about infant and child care following birth. You will also learn important counselling and communication skills so that you are able to deal with sensitive and difficult situations in your day to day work. To strengthen your ability to listen to, communicate with, and counsel the women in the communities effectively.
This manual outlines a training program for professions who work with suicidal youth in an emergency room setting. the goal of this training program is to increase the rate at which these youths and their families are compliant with recommended follow-up psychiatric treatment.
This training manual outlines the essential components of suicide prevention approaches and techniques, emphasizing the importance of discussing what we do know about teenage suicide and about runaway and homeless youth.
This is a brief cognitive-behavioral family therapy manual for adolescent suicide attempters and their families. The therapy will focus on identifying strengths in the family, problem solving inter-personal conflicts, and coping with future suicidal crises.
The purpose of the tool kit is to understand patient and provider perspectives is an integral component of evaluating clinical programs to improve clinical services. The purpose of this evaluation toolkit is to offer a package of evaluation materials that can be used to determine the effect that expanded HIV screening activities has on patient attitudes toward and accepting HIV testing. Health care organizations and providers can use the results from the evaluation toolkit for a number of different purposes.
These are intervention materials for all 4 sessions of the Masihambisane intervention that is meant for children of – and mothers living with HIV, the informative graphics focus on living positively, keeping healthy, being prepared, and feeding choices.
This TLC facilitator manual aims to have youths identify something positive they want out of life and then make a commitment to obtaining what they want. This manual also aims to have youths confront their attitudes toward being HIV-positive.
This TLC facilitator manual aims to employ problem-solving to make a decision about telling someone of their positive status and be able to tell someone that they are HIV positive.
This TLC facilitator manual aims to reduce any shame youths have about having an HIV positive status, increase their skills in dealing with situations in which they are stigmatized, and increase their ability to relax in tense situations.
This TLC facilitator manual aims to have youths be able to identify advantages of performing healthy behaviors and engage in exercises designed to increase their self-efficacy to perform healthy behaviors.
This TLC facilitator manual aims to have youths practice identifying thoughts, beliefs, and actions that lead to continued substance use. This manual also aims for youths to identify their own thoughts in a substance use event and learn strategies to help them self-monitor their thoughts in substance abuse situations.
This TLC facilitator manual aims to articulate youths own reasons for and against quitting substance use, discuss youths own self-images and thoughts that make them vulnerable to substance use, and determine how their substance use impacts their own short- and long-term goals.
This TLC facilitator manual aims to have youth set goals for increasing condom use when having sex, set goals for decreasing drug and alcohol use, and learn how to clean an IV drug needle.
This TLC facilitator manual aims to have youths practice more than one relaxation exercise and identify which helps them to relax the most. This manual also aims to have youths be able to relax themselves and talk themselves through difficult encounters.
This TLC facilitator manual aims to change attitudes which interfere with attending health care appointments, identify and problem solve barriers to keeping appointments, and speak assertively to health care personnel.
This TLC facilitator manual aims to examine youths values about taking medication, talk to their doctors about taking medication, and keeping and taking medication correctly.
This TLC facilitator manual aims to identify criteria for selecting and trusting a physician, identify where to get information on their illness, and problem solve barriers to being a partner in their health care.
This TLC facilitator manual aims to have youths identify their ideal selves in different roles and discuss the major dilemmas faced in deciding to protect themselves and others (e.g., disclosure, fear of rejection, conflict surrounding pleasure vs. protecting self and others).
This TLC facilitator manual aims to have youths select the contraceptive and protection methods which are best for them, learn how to use male and female condoms, and select the sexual acts which both protect them and give them pleasure.
This TLC facilitator manual aims to have youths identify the pros and cons of telling their sexual partners that they are HIV positive, help them make a decision about whether to tell their sexual partners that they are HIV positive, and have them explore the ethical issues in telling a partner.
This TLC facilitator manual aims to have youths identify the barriers and problems in trying to get partners to accept condoms in the relationship, help them practice how to negotiate condom use with their partners, and help them report increased self-efficacy for talking to partners about condom use.
This TLC facilitator manual aims to have youths explore the pros and cons of refusing unprotected sex, identify and confront the ethical decisions in refusing unprotected sex, and practice how to refuse unprotected sex.
This TLC facilitator manual aims to have youths set individualized goals to stop, reduce, or maintain in a low level of drug and/or alcohol use. This manual also aims to define youths current use of drugs and alcohol and determine the advantages and disadvantages of reaching the drug or alcohol reduction goal they have set for themselves.
This TLC facilitator manual aims to have youths explain the trigger, thought, craving, and use model of substance use. This manual also aims to record youths progress on reaching drug and alcohol reduction goals.
This TLC facilitator manual aims to help youths recognize and identify “external triggers” and relate them to the trigger, thought, craving, and use sequence. The manual also aims to have youths identify and prioritize their external triggers.
This TLC facilitator manual aims to record youths progress on reducing, maintaining, or stopping drug and alcohol use. This manual also aims to help youths identify their own internal triggers and select the most important one.
This TLC facilitator manual aims to record youths progress on reducing, maintaining, or stopping drug and alcohol use. This manual also aims to teach ways to express anger constructively and have youths identify and reduce anxiety.
This TLC facilitator manual aims to record youths progress on reducing, maintaining, or stopping drug and alcohol use. This manual also aims to have youths learn ways to express anger constructively and identify and reduce anxiety.
This TLC facilitator manual aims to provide youths with an understanding of the linkages between the quality of their lives and living each moment without separation from their daily experiences. The manual also aims to have youths discover the feelings involved in the present moment, so that they can identify triggers for substance use or other destructive behaviors prior to engaging in them.
This TLC facilitator manual aims to have youths understand that much of their negative reactions to life is related to wanting actual events and living circumstances to be different from the real situation. This manual also aims to have youths experience more positive feelings in daily activities.
This TLC facilitator manual aims to have youths understand that the “self” is a concept–not something real and how this conceptualization of the “self” leads to feelings of worry, pain, loss, and discontent that are associated with self-destructive acts.
This TLC facilitator manual aims to provide youths with an understanding of what is “real” is what they experience directly and increase their experience of what is “real” in their lives. The manual also aims to have youths describe how they are connected to the events, people, and objects in their lives.
This TLC facilitator manual aims to have youths be able to describe the eight components of an approach to improve quality of life, reducing substance use and unprotected sex. This manual also aims to have youths relate the approach to their own lives and increase their motivation to practice the approach for improving quality of life
This TLC facilitator manual aims to develop youths own personal, ethical standards, identify their own ethical dilemmas with emphasis on substance abuse and sexual transmission, and increase their skills in resolving ethical dilemmas, particularly around self destructive behavior.
This TLC facilitator manual aims to have youths experience impermanence – constant change – and connect it to forgetting the self concept which stimulates self-destructive behavior. Youths will reframe their cognitions by determining how much they can accept what cannot be changed in their lives.
This TLC facilitator manual aims to have youths appreciate the importance of caring for and giving to friends, casual partners, and society and increase their caring for and giving to other people.
Street Smart is an intensive HIV/AIDS and STI prevention program for youth whose behaviors place them at risk of becoming infected. Life circumstances define risk for some youth; living on the street or in a slum, not attending school, or being an AIDS orphan increases the potential for risky behavior. The Street Smart program is designed for runaway and homeless youth in the United States, yet it can be easily adapted for youth in other settings. This version of the program has been adapted for street and slum youth in Kampala, Uganda. The modified program is the product of extensive collaboration among researchers, staff from public and private agencies serving street and slum youth in Kampala, as well as youth from the community.
The participants will acquire current information about HIV/AIDS, its transmission and assessing how great the risk for HIV is for the each of them. Then the participants will be in a better position to determine the pros and cons of getting an HIV test. This training encourages participants to envision a future achieving the goals they have set. Emphasis is placed on the youths’ potential for success and happiness, and how they can reach these goals.
This Street Smart manual aims to have participants know the relative safety of different sexual behaviors, assess the safety of their own sexual behavior, and start to learn how to avoid sexual risk.
The purpose of this session is to provide participants an understanding of why using condoms is essential to practicing safer sex. Participants will be able to evaluate condoms, demonstrate skills in using both male and female condoms, and learn to decrease their anxiety about condom use.
The main point of this session is for the participants to be able to identify how drugs and alcohol affect their thinking and choices. The model is presented here in order to help potential users understand that what they must control are the triggers that stimulate drug thoughts and beliefs. Once the thoughts and beliefs are activated, stopping the movement toward cravings and use is extremely difficult.
This session introduces participants to more formal ways of coping and assumes that it is useful to understand what coping is designed to do: reduce uncomfortable feelings and fix situations. It is also assumed that exposing participants to a wide range of coping strategies and actions will stimulate them to try different approaches and to develop a larger coping repertoire. The main point of this session is for participants to be able to identify different coping styles in tough situations, and to problem solve solutions.
The main point of this session is for the participants to learn how to stand up for their own personal values. A lack of social skills may prevent a teenager from initiating a relationship with someone desirable. These skill deficits may result in staying with easy but unsafe relationships. Therefore, practicing the skills of starting conversations and making new friends is included.
The main point of this session is for participants to learn how to use their thoughts and self-talk to help them make safer decisions. Knowing how to prepare oneself for a difficult situation and then to use self-talk to guide one through it has been demonstrated to be a very effective coping mechanism. Youth can learn self-talk for the preparation, confrontation, overwhelming, and evaluation phases of a conflict.
The main point of this session is for the participants to figure out why they engage in risky behaviors, and to learn how to argue against their rationalizations. At this point, it is important to provide the participants with an opportunity to pull all of the experiences in the training together. Since the sessions are ending and the formal group will be disbanding, it is important that the participants engage in a final group effort using their creativity, and experience a sense of closure.
Youth often have a difficult time identifying the triggers that cause them to engage in risky behavior. It is useful to have them recall their last unprotected sexual encounter and ask them detailed questions about it. These can include questions such as: who it was; what their relationship was like with that person; where did it take place; when did it happen; and were drugs or alcohol involved. This will help them identify their triggers in a more specific way.
The youth served in this training programme need a variety of resources providing counselling, health care, alcohol and drug rehabilitation, legal aid, help in enrolling in drama or athletic programmes, and accommodations. To access these services, youth also need to become more self-directed, responsible consumers. To meet this objective, youth require more than just a discussion of where these services can be obtained: they need to be taken to community agencies and centres where they can personally meet the staff and consumers, and so they can become familiar with different sites and their services.
This CLEAR facilitator manual aims to help youths become oriented to and comfortable with the facilitator and counseling interaction, reach consensus on standards for interaction within the sessions, and identify his/her strengths, feelings associated with expressing those strengths, and adaptive activities that promote those feelings.
This CLEAR facilitator manual aims to help youths articulate a vision for a rewarding future, confront self-destructive attitudes that inhibit adaptive functioning and promote substance use and sexual risk acts.
This CLEAR facilitator manual aims to help youths define his/her current use of drugs and alcohol, measure the impact of drug and alcohol use on his/her life as a baseline for evaluating progress on substance use goals in future modules, and connect reductions in substance use to increased quality of life.
This CLEAR facilitator manual aims to help youths practice identifying thoughts, beliefs, feelings, and actions that lead to continued substance use. This manual also aims to help youths identify his/her own triggers in a recent substance use event and implement another tool for self-monitoring substance use.
This CLEAR facilitator manual aims to help youths clarify emotions and cognitions that trigger substance use, confront belief systems that support substance use and recognize these new beliefs as self-talk statements, and identify self-perceptions related to use-supporting beliefs.
This CLEAR facilitator manual aims to help youths continue to shape self-monitoring skills, learn formal problem-solving protocol and practice problem solving skills, and review local resources for substance use treatment.
This CLEAR facilitator manual aims to help youths become reoriented to and comfortable with the individual counseling modality and review standards for interaction and report his/her progress on substance use goals.
This CLEAR facilitator manual aims to help youths revisit substance use as an ongoing focus of this program and a necessary component for achieving success with all other goals. This manual also aims to increase awareness of his/her sexual behavior patterns, as well as motivation and basic skills for changing them.
This CLEAR facilitator manual aims to help youths advance his/her drug and alcohol monitoring skills, increase skills for protecting him/herself and others from HIV reinfection or other STD infection, and be able to indicate which sexual acts provide the most protection.
This CLEAR facilitator manual aims to help youths explore attitudes toward condom use in the prevention of HIV and STD transmission, review proper use of the male and female condom, and explore ways to normalize and eroticize condom use.
CLEAR- Mod 2, Sess 11: Making Sexual Decisions: Can I Influence My Partner To Use Condoms? (1.5 hrs)
This CLEAR facilitator manual aims to help youths identify the barriers and problems in trying to get partners to accept condoms in the relationship, practice how to negotiate condom use with his/her partners, and report increased self-efficacy for talking to partners about condom use.
This CLEAR facilitator manual aims to help youths explore the pros and cons of refusing unprotected sex, identify and confront the ethical decisions in refusing unprotected sex, and practice how to refuse unprotected sex.
This CLEAR facilitator manual aims to help youths become reoriented to and comfortable with their individual counseling, review standards for interaction and his/her progress on reducing substance use and the risk of sexual acts, and be able to identify advantages of performing healthy behaviors.
This CLEAR facilitator manual aims to help participants increase his/her motivation to attend medical appointments, change attitudes that interfere with attending health care appointments, and identify and problem-solve barriers to keeping appointments.
This CLEAR facilitator manual aims to help participants continue to develop substance management skills, continue assertive communication skills development, and be able to interact assertively with their physicians around medical issues of importance to them.
This CLEAR facilitator manual aims to help youths continue developing substance use management skills, review the basic facts regarding HIV replication and antiretroviral therapy, and explore feelings about taking antiretroviral medications.
This CLEAR facilitator manual aims to help youths continue developing substance use management skills, learn how to associate taking medications with daily routines, and learn basic reminder strategies to increase antiretroviral medication adherence.
This CLEAR facilitator manual aims to help youths redefine personal wants for the future as a motivation for continued effort on treatment goals., connect personal strivings to aspects of the higher self, and articulate progress made in each major area of the intervention.
This Implementation Manual was developed as an intervention for young people with HIV. This intervention provides additional benefits to participants such as enhancing their quality of life, creating opportunities for them to connect with other people living with the virus, and teaching them the negotiation and practice of safer sex skills.
This Implementation Manual was developed as an intervention for young people with HIV. This intervention provides additional benefits to participants such as enhancing their quality of life, creating opportunities for them to connect with other people living with the virus, and teaching them the negotiation and practice of safer sex skills.
This Implementation Manual was developed as an intervention for young people with HIV. This intervention provides additional benefits to participants such as enhancing their quality of life, creating opportunities for them to connect with other people living with the virus, and teaching them the negotiation and practice of safer sex skills.
This Implementation Manual was developed as a guide for agencies implementing Project CLEAR, an intervention with youth and adults living with HIV/AIDS. The staff of agencies implementing Project CLEAR, including the Program Manager, Clinical Supervisor, and Counselors, can use this manual to help them conduct the intervention
The GUYS skills building manual aims to understand and identify the difference between the normal or common feelings and emotions that come up in everyday life, clinical depression, and the psychological side effects of substance use.
This CLEAR facilitator manual aims to have youths become oriented to and comfortable with the tele-counseling modality, reach consensus on standards for group interaction, and identify their strengths.
This CLEAR facilitator manual aims to have participants articulate a vision for a rewarding future and confront self-destructive attitudes that inhibit adaptive functioning and promote substance use and sexual risk acts.
This CLEAR facilitator manual aims to have youths clarify emotions and cognitions that trigger substance use, confront belief systems that support substance use, and identify self-perceptions related to use-supporting beliefs.
This CLEAR facilitator manual aims to have youths explore feelings and self-perceptions related to substance use, examine the impact of using on their short-term and long-term goals, and review local resources for substance use treatment.
This CLEAR facilitator manual aims to have youths define their current use of drugs and alcohol. This manual also aims to set a baseline of drug and alcohol use, prepare for evaluating their performance in reducing or stopping alcohol or drug use, and make a weekly schedule.
The Healthy Living is a research investigation that tests the efficacy of a one-on-one multi-session intervention program designed to help people with HIV infection to improve their quality of life in three broad areas: mental, physical, and sexual health. More specifically, the HLP.
The Healthy Living is a research investigation that tests the efficacy of a one-on-one multi-session intervention program designed to help people with HIV infection to improve their quality of life in three broad areas: mental, physical, and sexual health. More specifically, the HLP.
This Healthy Living Project manual helps client identify at least one attainable goal related to the Life Project, identify personal strengths related to the Life Project, and identify challenges related to the Life Project.
This Healthy Living Project manual helps client decrease personal risky sexual and/or drug use behaviors, identify at least one trigger that may lead him/her to engage in risky behaviors, and develop a plan to reduce risk for one identified personal behavior.
This Healthy Living Project manual helps client identify information sources regarding health and treatment, identify factors that influence adherence to a medical regimen, and identify health and treatment areas about which he/she would like more information or understanding.
This Healthy Living Project manual helps client identify information sources regarding health and treatment, identify factors that influence adherence to a medical regimen, and identify health and treatment areas about which he/she would like more information or understanding.
This TALC facilitator manual aims to help mothers develop a sense of comfort with the group, establish group rules, and learn about the workshop’s goals regarding coping effectively and helping their children.
This TALC facilitator manual aims to have mothers increase their comfort in the group, decrease their fears, increase their relaxation skills, and increase their self-esteem.
This TALC facilitator manual aims to have mothers increase their supporting each other, identify angry feelings, express angry feelings in a safe environment, and increase their skills in telling someone they are angry.
This TALC facilitator manual aims to have mothers identify feelings of sadness, connect negative thoughts to feelings of sadness, increase their abilities to alter negative thoughts, and increase their ability to cope with sadness.
This TALC facilitator manual aims to have mothers clarify their life values, develop positive meaning about their illness, determine areas in their life where they can exercise control, and project their own future visions.
This TALC facilitator manual aims to have mothers learn about the concerns involved with disclosure, define disclosure decisions as problems, and develop information about the problem.
This TALC facilitator manual aims to have mothers determine the advantages an disadvantages of telling others that they are living with AIDS, evaluate their different possible actions, and learn how to select the best action to take.
This TALC facilitator manual aims to have mothers strengthen their visions of a positive future, reduce barriers related to unfinished business, and increase their sense of being able to control the future.
This TALC facilitator manual aims to have parents identify the needs of their adolescent children, analyze the meaning to an adolescent of losing someone close to them, and help increase adolescents ability to relax.
This TALC facilitator manual aims to help mothers be more comfortable making plans for someone to take care of their children, identify reasons for and against making a formal custody plan, and improve their ability to decide whether it is best for them to keep their children together.
This TALC facilitator manual aims to help mothers identify feelings about custody planning and their effect on self-concepts, be able to discriminate between custody options, and improve their skills in selecting the option that best fits their situation.
This TALC facilitator manual aims to help mothers feel more comfortable proceeding with custody planning, be able to solve more effectively problems which obstruct custody planning, and be able to deal with potential guardians changing their minds.
This TALC facilitator manual aims to help mothers understand that how parents talk to their children and whether they listen to their children is important. This manual also aims to help mothers distinguish active listening from other kinds of listening and be able to listen actively to their children.
This TALC facilitator manual aims to help mothers understand the differences between active listening and expressing feelings, be able to express their feelings directly through “I” statements, and increase “I” statements and reduce negative “You” statements.
This TALC facilitator manual aims to help mothers be able to define problem behaviors in specific terms, be able to translate negative behaviors into positive behaviors, and know the importance of positive reinforcement and how it works.
This TALC facilitator manual aims to help mothers and youths be able to identify positive qualities in each other and express them to each other. This manual also aims to help mothers and youths become aware of family strengths and have an appreciation of each others values.
This TALC facilitator manual aims to help mothers and youths identify common areas of parent-adolescent conflict, distinguish between parent’s and adolescent’s responsibilities, and identify feelings associated with conflict.
This TALC facilitator manual aims to help mothers and youths identify obstacles to using the six step conflict resolution procedure and develop ways to overcome them and increase their skills in applying the six step conflict resolution procedure to typical home problems.
This TALC facilitator manual aims to have mothers be able to present their custody needs to their teenagers, have youths identify what they want in a custodian, and have mothers and youths be able to solve custody issues.
This TALC facilitator manual aims to help mothers and youths learn how to avoid reinfection from injection drug use. This manual also aims to increase mothers and youths commitments to quit, avoid, or reduce substance use.
This TALC facilitator manual aims to help youths decrease their motivation to have a baby during adolescence, increase their problem solving skills around unwanted pregnancies, and decrease attitudes that foster pregnancy.
This TALC facilitator manual aims to help mothers who have successfully made custody plans will receive reinforcement for their plans and who have had difficulty completing their custody plans will receive assistance in overcoming barriers and in moving further.
This TALC facilitator manual aims to help youths and mothers increase their knowledge of STDs and HIV, be able to talk about sex together, and be more motivated to seek responsible and mutually caring sexual relationships.
This TALC facilitator manual aims to help mothers pass on a positive legacy to their children, feel good about the legacy they have passed on to their children, and have a sense of direction for the future and what they want to accomplish.
This TALC facilitator manual aims to have youths experience less strain from their new situations through expressing feelings and gaining support from the group. This manual also aims to will identify the positive aspects of living on their own and the needs of bereaved adolescents living on their own.
This TALC facilitator manual aims to have youths identify what is important to them, understand the steps involved in setting goals, be able to determine what is needed to reach goals and how to obtain them, and set new long-term goals.
This TALC facilitator manual aims to have youths and caregivers be able to identify normal grieving, be able to talk about the deceased parent, and begin to express feelings about the death of their parent.
This TALC facilitator manual aims to have youths be able to identify what would help them deal with their new situations, better understand how to give support to others, and identify community and personal support resources.
This TALC facilitator manual aims to have youths increase their comfort in thinking about their deceased parent and understand what adolescents and the people in their lives need from each other regarding dealing with grief and what would help them.
This TALC facilitator manual aims to have youths increase their comfort in thinking about their deceased parent and understand what adolescents and the people in their lives need from each other regarding dealing with grief and what would help them.
TALC LA- Young Adults Phase 3, Sess 7: Planning for My Future (Part II) – How Do I Achieve My Goals?
This TALC facilitator manual aims to have youths be able to determine what is required to achieve a specific goal, know how to assess what they need to be successful, and be able to plan how to obtain the skills and resources needed.
This TALC facilitator manual aims to have youths connect grief reactions to behavior that prevents them from getting their needs met, focusing on communication. This manual also aims to increase youths assertiveness skills and increase their active listening skills.
This TALC facilitator manual aims to have youths identify their anger cues and triggers, demonstrate using relaxation, imagery, and reminders to control anger responses, and demonstrate applying special assertiveness techniques to anger arousing situations.
This TALC facilitator manual aims to have youths understand connections between grief and relationships, identify what they want in a romantic partner, and increase their skills in selecting a partner.
This TALC facilitator manual aims to have youths be able to use a male and female condom, increase their negotiation skills regarding safer sex, and increase their refusal skills regarding safer sex.
This TALC facilitator manual aims to have youths be aware of feelings of sadness, recognize that losses are a part of living, and increase the quantity and quality of strategies they can use to tolerate sadness.
This TALC facilitator manual aims to have youths connect bereavement and risks for early pregnancy, improve their decision-making skills around early pregnancy, and understand that the decision to have a child is also a decision to be a parent.
This TALC facilitator manual aims to have youths identify their fears concerning their futures, will express their fears, increase their relaxation skills, and have them learn to accept their fears.
This TALC facilitator manual aims to have youths increase their commitment to reducing substance use, connect grief to substance use, and understand substance use dynamics.
This TALC facilitator manual aims to have youth develop a list of their future goals, understand that grief may interfere with attaining their goals, and have them feel comfortable being happy and successful even though they have been grieving.
This TALC facilitator manual aims to help youths and caregivers/parents experience less strain from the new relationship through expressing feelings and concerns and through gaining support from their respective sub-group.
This TALC facilitator manual aims to help youths and caregivers/parents identify the changes in role that have occurred, explore the impact of role changes on their lives, and determine what they expect from caregivers/parents who will decide on what they want from youths.
This TALC facilitator manual aims to help youths and caregivers be able to identify normal grieving, be able to talk about the deceased parent, and begin to express feelings about the death of their parent – Part I, sadness.
This TALC facilitator manual aims to help caregivers increase their empathy for adolescents, understand the developmental needs of adolescents, and increase their knowledge and judgment about interacting with an adolescent.
This TALC facilitator manual aims to help youths identify what is important to them, understand the steps involved in setting goals, and be able to determine what is needed to reach goals and how to obtain it.
This TALC facilitator manual aims to help youths and caregivers be able to identify normal grieving, be able to talk about the deceased parent, and begin to express feelings about the death of their parent – Part I, sadness.
This TALC facilitator manual aims to help participants be able to describe how to express oneself in a constructive manner, be able to demonstrate effective expression of feelings and wants, and be able to switch from expressing to listening and vice versa.
This TALC facilitator manual aims to help youths increase their comfort thinking about their deceased parent, understand what adolescents need from caregivers and vice versa, and identify what will be helpful to them and communicate that information to the caregivers.
This TALC facilitator manual aims to help youths and caregivers will be able to discriminate between helpful and poor listening, increase their motivation to increase their listening skills, and be able to demonstrate increased listening skills.
This TALC facilitator manual aims to have caregivers be able to identify what would help them deal with their new family situation, understand how to give support, and be able to identify community and personal resources.
This TALC facilitator manual aims to have youths be able to determine what is required to achieve a specific goal, know how to assess what they need to be successful, and plan how to obtain the skills and resources needed.
This TALC facilitator manual aims to have youths identify their anger cues and triggers, demonstrate using relaxation, imagery, and reminders to control anger responses, and demonstrate applying special assertiveness techniques to anger arousing situations.
This TALC facilitator manual aims to have youths and caregivers/parents be aware of feelings of sadness, recognize that losses are a part of living, and increase the number and quality of strategies to tolerate sadness.
This TALC facilitator manual aims to have caregivers be able to define problem behaviors in specific terms, translate negative behaviors into positive behaviors, and know the importance of positive reinforcement and how it works.
This TALC facilitator manual aims to have youths identify their fears concerning their futures, express their fears, increase their relaxation skills, and learn to accept their fears.
This TALC facilitator manual aims to have youths and caregivers argue against attitudes which facilitate teenage pregnancy, identify the advantages and disadvantages of teenage pregnancy, and understand how substance abuse works.
This TALC facilitator manual aims to have youths and caregivers/parents know the six step conflict resolution approach, increase their skills in conflict resolution, and identify obstacles to using the six step conflict resolution procedure and brainstorm ways to remove them.
TALC LA- New Caregivers and Teens Phase 3, Sess 15: How Can We Create a Positive Atmosphere at Home?
This TALC facilitator manual aims to have youths and caregivers/parents identify positive qualities in each other and express them to each other, become aware of the new family’s strengths, and give positive messages to each other.
This TALC facilitator manual aims to have youths and caregivers/parents develop a list of their future goals and share them with each other and identify what they want the future to hold for the youths in their care and will share these aspirations with the youths.
This TALC facilitator manual aims to have youths understand what the workshop is designed to accomplish, establish ground rules for the way they interact with each other in the workshop, and begin to connect their feelings to the situation with their mothers.
This TALC facilitator manual aims to have youths improve their skills in making a decision about telling someone of their mother is living with AIDS. This manual also aims to have youths be able to tell someone that their mother is living with AIDS
This TALC facilitator manual aims to have youths reduce any shame they feel about the fact that their mother is living with AIDS, increase their skills in dealing with situations in which they and their families are stigmatized, and increase their ability to relax in tense situations.
This TALC facilitator manual aims to have youths identify their fears concerning their mother’s having AIDS, express their fears, increase their relaxation skills, and learn to accept their fears.
The goal of this training module is to increase the ability of the youths to cope effectively with feelings of sadness over their mother’s illness and anticipated death. The rationale is to start with where these youths are likely to be, and that means exploring the various emotions they are apt to feel during these stressful times.
This TALC facilitator manual aims to have youths identify, express, and own angry feelings toward their mothers. This manual also aims to have youths be able to handle their angry feelings toward their mothers and express understanding of their mothers’ situations.
This TALC facilitator manual aims to have youths identify, express, and own angry feelings toward their mothers. This manual also aims to have youths be able to handle their angry feelings toward their mothers and express understanding of their mothers’ situations.
Logic model representing Durbar intervention component development and targeted outcomes, this includes components from the Empowerment Outcome Domains & Measures in Replication Study.
The pregnancy health book is meant for mothers living with HIV. Encouraging mothers to test for HIV and bring your partner to test, avoid things that are bad for them and the baby, and making sure to deliver at a hospital or a health facility.
This manual aims to give women an opportunity to talk about their feelings about being HIV+ and pregnant, make women aware of the importance of looking after their physical and emotional health now that they know they are HIV+ and pregnant, and motivating the women to attend 4 antenatal clinic appointments and 4 Project Masihambisane sessions before their baby is born.
The goal of Project Masihambisane is to design, implement, and evaluate a robust, sustainable, and scalable intervention that improves the health and mental health of Mothers Living with HIV (MLH) in order to enhance the health and adjustment of their children. The intervention focuses on HIV-positive pregnant women in KwaZulu-Natal Province in South Africa.
MASIHAMBISANE (Enhance the Adjustment of Children of Mothers Living with HIV) – Intervention Outline
The goal of Project Masihambisane is to design, implement, and evaluate a robust, sustainable, and scalable intervention that improves the health and mental health of Mothers Living with HIV (MLH) in order to enhance the health and adjustment of their children. The intervention focuses on HIV-positive pregnant women in KwaZulu-Natal Province in South Africa.
The Stereotypes About AIDS Questionnaire (SAAQ) consists of 4 sections. Section A has 30 items; Section B has 35 items; Section C has 30 items; and Section D has 20 items. In responding to the SAAS, individuals are asked to indicate how much they agree versus disagree with each statement, using a 5-point Likert format: agree (+2); slightly agree (+1); neither agree nor disagree (0); slightly disagree (-1); and disagree (-2). In order to create subscale scores, the items on each subscale are averaged. Higher positive (negative) scores correspond to greater agreement (disagreement) with the stereotypes measured by the SAAQ. The SAAQ consists of 15 separate subscales. Several SAAS items are reversed-scored (A8, A20, A21, C2, C12, AND D4) before the subscales are computed.
In order to gain insight into the nature of how people discuss sexual topics such as AIDS with a potential sex partner, Snell and Finney (1990) developed the AIDS Discussion Strategy Scale (ADSS), an objective self-report instrument designed to measure the types of interpersonal discussion strategies that women and men use if they want to discuss AIDS with an intimate partner. The AIDS Discussion Strategy Scale (ADSS) was found to have subscales involving the use of six specific types of discussion tactics: rational strategies, defined as straightforward, reasonable attempts to discuss AIDS in a forthright manner with an intimate partner; manipulative strategies, defined as deceptive and indirect efforts to persuade an intimate partner to engage in conversation about AIDS; withdrawal strategies, defined as attempts to actually avoid any extended interpersonal contact with an intimate partner until this individual agrees to a discussion about AIDS; charm strategies, defined as acting in pleasant and charming ways toward an intimate partner in order to promote a discussion about AIDS; subtlety strategies, defined as involving the use of hinting and subtle suggestions in order to elicit a conversation about AIDS; and persistence strategies, defined as persistent and continuous attempts to try to influence an intimate partner to discuss AIDS.
The TransAction skills building sixty-minute workshop by Friends Research Institute, will provide an understanding on how to differentiate between “common law” documentation and legal documentation, understand the name and gender change process and identify agencies that can provide or help with the process, and identify medical providers that can provide free or low cost hormone therapy and sign the “Name and Gender Change Form” (DMV form #DL-328).
The STAR (Staying healthy: Taking Antiretrovirals Regularly) intervention takes the best strategies available from prior adherence and behavior change research and utilizes them in an interdisciplinary adherence intervention trial for HIV-infected individuals having difficulty following their antiretroviral regimen. Through providing for HIV+ patients a tailored, behavioral intervention that includes social support and patient education components, as well as maintenance booster session, the STAR intervention aims to promote medication adherence and effective problem-solving related to medication adherence among HIV+ individuals.
The STAR (Staying healthy: Taking Antiretrovirals Regularly) intervention takes the best strategies available from prior adherence and behavior change research and utilizes them in an interdisciplinary adherence intervention trial for HIV-infected individuals having difficulty following their antiretroviral regimen. Through providing for HIV+ patients a tailored, behavioral intervention that includes social support and patient education components, as well as maintenance booster session, the STAR intervention aims to promote medication adherence and effective problem-solving related to medication adherence among HIV+ individuals.
The PRIDE Intervention manual aims to help patients simplify medication information providing a rationale for full compliance, introduce problem-solving approaches, and introduce adherence strategies.
This Family to Family Intervention Manual aims to help families explore emotion and feeling management , positive thinking and doing, medical adherence & access to care, and self-care in daily routine.
Individuals who enter outpatient treatment for methamphetamine abuse find themselves dealing with a great deal of chaos due to the consequences of their drug use on the social, work, and/or legal spheres of their lives. The antidote for this chaos is to emphasize the role of structure in building order and predictability into participants’ lives. Beginning with this session and at the start of each subsequent session, it is crucial for the counselor to underscore the importance of building structure into participants’ lives.
This manual is for teachers to provide social skills training for children in grades 3 – 6 through an assertive communications training game. Children are confronted with numerous challenging interpersonal situations such as making demands on other people, refusing the requests of others, coping with their own feelings and those of others, giving and receiving compliments, making friends, coping with criticism, and managing stress.
Underlying the concept of social competence are two basic skills: social problem-solving and assertiveness. There are frequent opportunities to practice and receive feedback on these two skills. This first module sets the stage by explaining how the ACT Game works and tries to increase the likelihood that children will use assertive approaches in dealing with others.
Having mastered the mechanics of the ACT Game and initial discrimination of the assertion continuum, attention is focused on developing an awareness of uncomfortable states and methods of emotional self-control. Emotions are considered vital to the development of social competence because of their relationship to self-esteem and their capacity to undercut assertive behavior. The frightened child is not likely to appear socially skilled. Often, children with high anxiety or discomfort are not aware of degrees of discomfort, and cannot tell that an anxiety-producing situation is about to enfold. The techniques employed for managing emotions are standard ones used in cognitive-behavioral treatment and education. They consist of labeling emotions, becoming aware of signs of tension, interrupting discomfort with relaxation, and substituting positive for negative cognitions.
For generalization of social skills, self-reinforcement must occur. Self-reinforcement can sustain newly acquired behaviors when the world extinguishes or punishes the response, and can help the child initiate new social skills in new or unpracticed situations. A higher rate of self-reinforcement is also a first step in raising the child’s self esteem, eliminating “crazy” thoughts or catastrophic thinking and increasing the probability of the child being attractive to others.
Being able to initiate, establish, and maintain friendships is a critical component of social competence. A child’s program for initiating friendships is much more direct than the typical step-by-step curriculum for adults. A child’s approach is direct and straightforward: “Hi. Would you like to play with me?” Friendships are built around shared activities. The child’s non-verbal behavior is the area most likely to need attention. Therefore, this module features initiating contacts in the classroom and with friends, and, as usual, provides practice opportunities.
Anger and high anxiety are emotions that children experience in stressful situations. Children need to cope with these emotions to develop social competence. These skills are internal and must be self-initiated to be effective. To control anger, children are taught to initiate a Time-Out or break for themselves when they feel high anxiety or a desire to act aggressively. The purpose of this Time-Out is to create time and space for cooling down. Another skill that helps control anger is cognitive self-coping talk. This skill’s purpose is to increase competence for handling difficult situations through talking to oneself through the experience.
ACT 6: A Social Skills Training Program for Children Grades 3 – 6 – Criticism and Maintenance Skills
In this module, children are taught specific ways to self-reinforce when receiving negative feedback. This facilitates maintenance of high-esteem and assertive behavioral responses. The integration of overt rehearsal of covert self-talk and behavioral role-play is an important step in the development of social competence.