What do health visitors again from behavioural workshops?

Abstract

Health visitors' ratings of their role, competence, methods and effectiveness in resolving each of seven common types of preschool behaviour problem were obtained both prior to attending a behavioural training workshop and about 9 months later. At follow-up a structured interview examined their current practice in relation to preschool behaviour problems. Results suggest that these experienced health visitors perceived themselves as reasonably self-sufficient in dealing with these problems prior to training. Training had a significant but consolidating effect on these views. Possible mismatches between the health visitor's view of herself as a behaviour change agent and her training experiences in behavioural methods are examined and some suggestions are made regarding future liaison between health visitors and clinical child psychologists.

Self-Rating as an Evaluation Tool following Continuing Professional Education

“…Self-reporting about engaging in specific behavior has been used (Milligan & Petchers, 1988;Poole, 1989). Other studies have asked participants to rate how well they know information or perform certain tasks (Ferrell, 1988;Hewitt, Hobday, & Crawford, 1989). Respondents do not appear to discriminate between self-reporting of knowledge and how they rate their skill level (Bailey, Buysse, & Palsha, 1990), suggesting that asking participants to rate themselves taps a global sense of self-efficacy.…”

Promoção de parentalidade positiva nos cuidados de saúde primários: Formação de profissionais

“…Esta questão é central na medida em que, para que os CSP possam dar uma resposta de primeira linha de qualidade em termos de cuidados de saúde mental, em particular através da promoção da parentalidade positiva, há que capacitar os profissionais no sentido de poderem fornecer apoio e ferramentas adaptadas a cada família, transformando-os em agentes efetivos de prevenção de trajetórias desenvolvimentais negativas e de promoção de estratégias educativas parentais eficazes, capazes de gerar mudanças efetivas nas comunidades (Foy, 2010a;Guyer, 1999;Turner & Sanders, 2006). Porém, vários estudos têm salientado a preocupação e o desconforto sentidos por estes profissionais no que diz respeito aos seus conhecimentos e capacidades, que consideram limitados, para diagnosticar e gerir os cuidados de saúde mental em crianças e jovens (Bauer & Webster-Stratton, 2006;Foy, 2010b;Foy & Perrin, 2010;Kelleher & Stevens, 2009), bem como a necessidade sentida de formação adicional (Hewitt, Hobday, & Crawford, 1989;Kolko, Campo, Kelleher, & Cheng, 2010;Lavigne, 2013;McMenamy et al, 2011…”