Clinical assessment and management of family caregiver stress, comparing educative/ didactic vs. psychotherapeutic/ support. 8 weekly 2-hr group sessions
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Pilot study 1) educational component (based on self-regulation theory) consisted of audiotaped information to facilitate forming a clear, unambiguous cognitive schema about expectations in their hospitalized elders to guide emotional and behavioral responses. 2) mutual agreement contract component (based on role theory): after listening to audiotape, family cgs select 2/5 possible dysfunctional symptoms (based on needs, preferences) to focus on in providing care, with the goal being empowerment . 3.) Phase II audiotape reinforced the critical content of the initial audiotape and provided additional information for follow-up care.
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A group education and support intervention that consisted of six weekly 2-hr sessions attended by older individuals with OA and their spouses, based on the format of the Arthritis Self-Management Program (ASMP) developed by Lorig and colleagues.
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Caring for Others pilot study was a 10-session, manual-guided video-conference therapist-led psychosocial support group, followed by 12 online sessions facilitated by group member. Based on psychosocial, lifespan perspective, included: training, computer access and password-protected disease website/ chat/ discussion, online (manual-guided) support group. The aim was to provide therapeutic support by helping members understand how personal styles for regulating emotions and processing information either advanced or thwarted caregiving role functions.
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In-home sessions (8 weekly, 1.5 hr sessions) with psychologist for both intervention groups (DI and CI), which were based on reciprocal determinism concept of caring dyads. Dyadic intervention (DI): eclectic, leaning toward structured problem solving approach using psychoeducational and cognitive-behavioral intervention techniques, also Rogerian (client-centered) therapy. Techniques varied by needs. Also had smaller caregiver intervention (CI) group.
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Eight weekly sessions and 10 monthly follow-up sessions focused on coping, education and support. Groups taught coping strategies and education about resources for support, also provided support.
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3 face-to-face problem solving training sessions, educational materials, telephone contacts as requested for 1 year
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four-phase educational-behavioral intervention program
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Problem-solving training program to lower depression, health complaints, and burden, and increase well-being reported by community-residing family caregivers of persons with TBI's.
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Caregivers who received PST reported a significant linear decrease in depression over time and displayed an increase in constructive problem-solving styles
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The goal of this program is to improve care transitions by providing patients and their caregivers with tools and support to encourage them to more actively participate in transitions from hospital to home.
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