Актуальные вопросы внедрения психолого-педагогических программ и технологий в образовательную среду

The article discusses the results of the analysis of the programs of participants in the All-Russian Contest of the best psychological and pedagogical programs and technologies in the educational environment – 2021. The programs submitted for the contest had to meet a large set of requirements related to the professional level and creative potential of educational psychologists in Russia. The analysis of the experience of implementing regional programs for the provision of psychological and pedagogical assistance to children is aimed at improving the scientific and methodological support of psychological and pedagogical activities. The number of programs and technologies submitted for the contest demonstrates the place and role of correctional, developmental, preventive and educational work of educational psychologists.

BACKGROUND: The Service member Transitional Advanced Rehabilitation Program (STAR) is a novel model designed to promote interdisciplinary collaboration while delivering comprehensive physical, psychosocial and vocational rehabilitation services. The STAR program was established as a pilot program in 2011 and is now approved for permanent continuation. It is housed in the Polytrauma Transitional Rehabilitation Center at Hunter Holmes McGuire VA Medical Center in Richmond, Virginia. OBJECTIVE: The present study introduces the development, implementation, participant characteristics and five-year program outcomes of the STAR program. METHODS: A paired sample t-test was employed to compare pre and posttest functioning in the following areas: physical, mental and emotional, vocational, and community integration. Mixed analysis of variance was further employed to determine the impact of demographic variables such as age, gender, race/ethnicity and marriage status on recovery. RESULTS: Statistically significant improvements in physical, mental and emotional, and vocational functioning was found in participants after completion of the STAR program. Regarding demographic variables, only marital status appeared to impact PTSD recovery. CONCLUSIONS: The STAR program’s vocational rehabilitation and community reintegration services, as well as efforts to improve physical and psychological functioning, have demonstrated positive outcomes. Overall, the development and implementation of the program has been highly successful.

BackgroundPharmacists are knowledgeable, accessible health care professionals who can provide services that improve outcomes in mental health care. Various challenges and opportunities can exist in pharmacy practice to hinder or support pharmacists’ efforts. We used a theory-informed approach to development and implementation of a capacity-building program to enhance pharmacists’ roles in mental health care.MethodsTheories and frameworks including the Consolidated Framework for Implementation Research, the Theoretical Domains Framework, and the Behaviour Change Wheel were used to inform the conceptualization, development, and implementation of a capacity-building program to enhance pharmacists’ roles in mental health care.ResultsThe More Than Meds program was developed and implemented through an iterative process. The main program components included: an education and training day; use of a train-the-trainer approach from partnerships with pharmacists and people with lived experience of mental illness; development of a community of practice through email communications, a website, and a newsletter; and use of educational outreach delivered by pharmacists. Theories and frameworks used throughout the program’s development and implementation facilitated a means to conceptualize the component parts of the program as well as its overall presence as a whole from inception through evolution in implementation. Using theoretical foundations for the program enabled critical consideration and understanding of issues related to trialability and adaptability of the program.ConclusionsTheory was essential to the underlying development and implementation of a capacity-building program for enhancing services by pharmacists for people with lived experience of mental illness. Lessons learned from the development and implementation of this program are informing current research and evolution of the program.

Gampong development is an integral part of national development, because gampong is the basis of every national development as a whole, based on the principle of development that was born from the community, planned by the community, implemented and supervised by the community with the aim for the benefit of the community, then the development is more felt of benefits and its meanings. In the implementation of a gampong-based development program, it is very necessary to have a role for gampong officials in implementing it. The development implement with the role of the gampong officials through the Implementation of Financial Aid Program of Peumakmu Gampong in Pasi Rawa, Sigli City Sub-district, Pidie Regency was run well, because from the beginning the gampong officials had adopted community ideas and accommodated them as outlined in the development program. The implementation is also in accordance with applicable procedures as stipulated by the Aceh Provincial Government as the party providing financial aid. The purpose of this research is of course to describe the implementation process of financial aid program of peumakmu gampong, and to analyze the role of gampong officials in the implementation of that program in Pasi Rawa, Sigli City Sub-district, Pidie District. For this reason, the method used in this study is a qualitative method, because it is believed to be able to get representative results. While the data collection techniques that researchers do through observation, interviews and documentation. The results showed that the Implementation Process of financial aid program of peumakmu gampong in Pasi Rawa Gampong, Sigli City Sub-district has been running well and in accordance with the hopes and desires of community members, even though the implementation did not involve women, and was in line with the objectives and implementation instructions. Then with the role of the gampong officials both in the form of mind and in the form of energy provided without expecting financial rewards, it turns out that it can support the programs that are on target, on time, and also on quality, so as to provide convenience in its implementation. These results have positive implications both for the process and for the results of implementing the financial aid program of peumakmu gampong.

Sedentary lifestyles, poor nutritional choices, inadequate sleep, risky substance use, limited social connections, and high stress contribute to the growing prevalence of chronic diseases. Lifestyle medicine, emphasizing therapeutic lifestyle changes for prevention and treatment, has demonstrated effectiveness but remains underutilized in clinical settings. The Complete Lifestyle Medicine Intervention Program-Ontario (CLIP-ON) was developed to educate the rural population of Northern Ontario in lifestyle medicine to improve health outcomes and engagement. This study evaluates the implementation and effectiveness of the CLIP-ON program for patients with chronic diseases in the Parry Sound area, focusing on lifestyle behaviors, health outcomes, enrollment, retention rates, and interdisciplinary team engagement. This observational cohort study guided by the RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) includes pre- and postintervention assessments from participants and health care providers. A hybrid type II mixed methods design evaluates the intervention's effectiveness and implementation process in real-world settings through quantitative and qualitative data collection. CLIP-ON is tailored to the residents of the Parry Sound catchment area in Northern Ontario. Participants (≥18 years old) with chronic conditions such as prediabetes, type II diabetes, systemic hypertension, cardiovascular vascular disease, dyslipidemia, or high BMI (≥25) will be recruited through self-referral or provider referral. Approximately 10 participants per cohort will be enrolled in the CLIP-ON program, consisting of 22 weeks of weekly group sessions and monthly individual consultations with physicians, health coaches, kinesiologists, and registered dieticians either in person or through a web-based platform. CLIP-ON will cover the 6 pillars of lifestyle medicine through 14 group sessions followed by an 8-week supervised exercise program. Anthropometric and cardiometabolic variables will be measured before and after the program. Participants will be surveyed on lifestyle habits, wellness, perceived barriers, and program satisfaction at 3 and 6 months. Focus groups and dropout interviews with participants (n=10 per cohort) and providers (n=6 per cohort) will guide program adaptations. Quantitative and qualitative data collected at baseline and follow-up will assess the program's implementation and identify barriers and opportunities for improvement. This study was approved by the Laurentian University Research Ethics Board (6021397) on July 6, 2023. The first cohort was enrolled in late 2023 and is still under evaluation. The second cohort began in mid-2024, and data collection is currently underway. A mixed methods analysis will be used at enrollment, program completion (22 weeks), and follow-up (6 months after program completion). Focus groups assessing the program's effectiveness and implementation will take place after the 22-week intervention. Data will be analyzed in early 2025. This protocol provides insights into the implementation of this lifestyle medicine program and its impact on participants' health. The findings will guide future advancements and establish a scalable model for other communities. ClinicalTrials.gov NCT06192251; https://clinicaltrials.gov/study/NCT06192251. DERR1-10.2196/59179.

The purpose of this study was to assess the role of employees’ development programs in talent enhancement. Specifically, this study was featured by three specific objectives, which were to identify types of development programs available for enhancing talents at the Institute of Judicial Administration (IJA), to find out the impacts of employees’ development programs in talent enhancement, and to determine the challenges facing IJA in implementing available employees’ development programs. This study followed interpretivism philosophy using a qualitative paradigm and a case study as the design of this study. Theoretically, this study was informed by human capital theory, which is based on the development of human resources in the organization. The study gathered primary data through in-depth interviews with five (5) participants and through focus group discussion (FGD) with forty-five (45) participants. But also, this study used secondary data, which was obtained through documentary review, to enhance the findings. For analysis and presentation of data, this study used a thematic approach to analyze the findings and present the results. The results of the findings revealed that employees’ development programs, such as training programs, workshop programs, job rotation programs, delegation programs, and seminar programs, which are available at IJA, enhance talents. But also, it was found that the implementation of these programs has been revealed to have the following impacts: helping employees to get new ideas of performing their tasks in a better way, increasing innovation, increasing employees’ satisfaction, helping to prepare talented individuals for future roles in the organization, and boosting employees’ performance. However, despite enhancing talent, these development programs face challenges like financial constraints, poor employee ’engagement, and top-level leaders’ preferences. This study recommended that for effective implementation of development programs, IJA should allocate more funds to development programs during the budget preparation, IJA should involve employees at all stages of planning about development programs to avoid low engagement of individuals, and it was recommended that IJA management should follow the development plan and policies when implementing development programs instead of relying on individual preferences.

This research is the implementation of the intensive language program in the teaching of the Arabic language of the Islamic Center Group "Abdullah Ghanim As-Syamail" Ponorogo. The Islamic Center is the intensive language program in the teaching of the Arabic language, which was implemented by the Department of Arabic Language Education Faculty of Education, University of Darussalam Gontor, supervised by the faculty of Arabic language teaching department. The implementation of this program is confined to one point on reading comprehension. This program aims to reveal implementation of this intensive language program and degree of confiction. The adoption of this research on the field curriculum to know the implementation of the intensive language program in teaching Arabic in the field of research. Data in this study are derived from the observation, interview and written documents. The result of this research was the planning of the intensive language program in the teaching of the Arabic language and the method of implementation of this program and the evaluation of this program of tribal evaluation and post-evaluation.

Many jail inmates have high rates of substance use and abuse disorders, as well as a range of other social problems. Yet, the majority of jails do not offer substance abuse treatment programs. Few studies detail the development and implementation of these programs that can serve as a guide to social workers and others who seek to start them. To address this void, we describe the development and 7-year implementation of the Choices program, a jail-based substance abuse treatment program located in a suburban county jail. We conclude with recommendations for developing and implementing jail-based substance abuse treatment programs that draw on the experiences of Choices and other jail-based programs reported in the literature.

According to the Ministry of National Education, 2013, children with diverse needs have the right to receive their education in environments designed to meet their needs and allow them to interact with their peers. Instructional programs that can meet all children’s needs are one of the suggested programs during the implementation of inclusive programs. The Naturalistic Teaching Process is a recommended method in this context. The Naturalistic Teaching Process is a natural instructional process that allows children to acquire and reinforce new skills. This study aims to define the perspectives of preschool teachers who have children with diverse needs in their classrooms on the Naturalistic Teaching Process. Semi-structured interviews collected the data. Fifteen preschool teachers participated in this study. The data analysis employed an inductive approach based on content analysis. The study findings indicate that preschool teachers tend to follow a child's lead when setting educational objectives for children with diverse needs and developing an individualized educational program. Additionally, the study defines preschool teachers' abilities as inadequate for collaboration with families and specialists. Preschool teachers partially use the strategies and techniques, environmental arrangements, and prompts used in the Naturalistic Teaching Process, but they do not apply them systematically, indicating a need for teacher training in these areas.

: The Trauma Survivors Network (TSN) was developed as a program of the American Trauma Society (ATS) to support recovery for adult trauma patients. However, the children of adult trauma patients, families of pediatric trauma patients, and pediatric trauma patients previously had scarce resources. Our institution, in collaboration with the ATS, sought to expand the TSN to support pediatric trauma patients, caregivers, and family members. We aimed to determine whether the TSN could be transferred to the pediatric population. Focus groups identified psychosocial needs of younger survivors, children of adult survivors, and caregivers. A Pediatric TSN Coordinator was hired, Pediatric TSN Peer Visitors were recruited and trained, and Pediatric TSN Activity Hour was implemented for pediatric patients and families. Since implementation 1 year ago, 26 peer visitors have been trained and have conducted approximately 200 visitations. In total, 93 patients and family members have attended Pediatric TSN Activity Hour. TSN services can be adapted to address psychosocial needs of pediatric trauma survivors, families, and children of trauma survivors. When possible, sharing resources between an existing adult TSN program and a pediatric program is valuable to facilitate expansion. TSN complements and strengthens the care offered at our institution by providing patient-centered and family-centered care services for the entire family at various stages of development. The implementation of this program might be different at sites without an existing adult TSN with established resources and support. This article describes the development and implementation of the program; we did not assess outcomes.

Ambulance diversion reduction: The sacramento solution

A nationwide programme to prevent and manage bullying in Irish schools, based on that implemented in Norway in 1996, is currently being developed, and pilot work with a sample of primary schools within a single county of Ireland has been conducted and evaluated (the staff and pupils of 42 primary schools having been involved). A network of professionals (11 teachers) were trained to co‐ordinate the anti‐bullying programme in the schools, subsequent activities involving their training teachers (a total of 197) and parents in three to five schools each. In evaluation, pupils from 22 of the schools completed modified versions of the Olweus Bully/Victim Questionnaire [Olweus, 1989; Whitney and Smith, 1993]. Teachers completed a questionnaire (concerning their knowledge and feelings about bullying [Rigby, 1997]) both before and after the implementation of the anti‐bullying training programme. Significant reductions were found in pupils' reports of having been victimised after the implementation of the programme. Overall, 19.6 per cent fewer children were victimised. There was a reduction of 50.0 per cent amongst those frequently victimised within the last school term, and of 43.0 per cent in reports of having been bullied within the last five school days. A reduction of 17.3 per cent in pupils' reports of having taken part in bullying others was also observed after the implementation of the programme. There were, in particular, significant reductions (69.2 per cent) in reports of frequently bullying others within the last school term, and of 51.8 per cent in reports of having taken part in bullying others within the last five school days. Whilst the programme was shown to reduce the incidence of pupils' involvement in bullying behaviour, the perennial challenge of attempting to increase the levels of pupils' reporting of bullying to teachers and parents remains a challenge for the authors to attend to in the further development of the nationwide anti‐bullying programme. Aggr. Behav. 00:1–14, 2005. © 2005 Wiley‐Liss, Inc.

The aim of this paper is to analyze the impact of the implementation of a psychological assistance program on new entrepreneurs in a business incubator of a public university located in an emerging economy. The methodology was an intrinsic case study through qualitative approach. The findings suggest that this program had a positive impact on new entrepreneurs; it promoted a space for reflection, motivation and perseverance; it encouraged them to handle different emotions or factors to achieve its business targets. Thus, it helped them to improve the chances of success of their start-ups by learning and strengthening key psychological entrepreneurial competences.

This study examines the relationship between the implementation of religious programs and the religious and nationalistic character of students. The implementation of religious programs has the potential to produce a double impact, namely strengthening the moral integrity of individuals while fostering a nationalistic character in students. However, there has been no research that explicitly discusses how nationalistic character values such as loyalty, appreciation of national culture, or willingness to sacrifice are measured or evaluated as a direct impact of these religious programs. This study aims to fill the gap in the existing literature, which is mostly descriptive, qualitative, or observational, by analyzing the relationship between the implementation of religious programs in schools and the formation of students’ religious and nationalistic character. This study is important to empirically prove that strengthening spiritual values can be in line with the spirit of nationalism in the educational environment. The research method used is a quantitative correlation approach. Data collection was conducted through questionnaires to measure the intensity of student participation in religious programs and their level of religious character and nationalism, which were then analyzed using statistical tests in the form of correlation and simple linear regression tests. The results show a positive and significant relationship between the implementation of religious programs and the formation of students’ religious character and nationalism. These findings indicate that the more intensive the implementation of religious programs, the stronger the students’ religious commitment and love for their country, thus refuting the assumption of dualism between the two. Therefore, educational institutions are advised to optimize these programs as a key strategy in producing a generation of students with comprehensive and balanced character.

This study aims to analyze the role of the Islamic Literacy Friday Program as a form of religious habituation in strengthening students' self-confidence when delivering lectures while improving their Iqra reading skills at SMA Negeri 2 Totikum. The study used a qualitative approach with a descriptive research type that aims to comprehensively describe the implementation of the program in the school environment. Informants in this study consisted of the principal, the Islamic Religious Education teacher who acted as the program supervisor, and a number of students who participated in the program. Data collection was carried out through observation, in-depth interviews, and documentation studies. Next, the data were analyzed through the stages of data reduction, data presentation, and drawing and verifying conclusions. To ensure data validity, this study applied source triangulation and method triangulation techniques. The research findings indicate that the implementation of the Islamic Literacy Friday Program was carried out through several stages of activities, including the program planning stage, Iqra reading skill development, lecture delivery practice by students, and the evaluation and reinforcement stage of the activity. The implementation of this program has made a positive contribution to increasing students' self-confidence in delivering lectures in public. This is evident from the increase in the number of students who dared to appear to deliver lectures, from the initial 40 people to 96 people. Furthermore, students' Iqra reading skills have also shown significant improvement. This is demonstrated by the reduction in the number of students unable to read Iqra fluently, from 30 to 14. Therefore, the Friday Islamic Literacy Program can be viewed as an effective religious habituation strategy for improving Quranic literacy while simultaneously developing students' religious communication skills within the school environment