Intervention

People migrate to improve their well-being, whether through an expansion of economic and social opportunities or a reduction in persecution. Yet a large literature suggests that migration can be a very stressful process, with potentially negative impacts on mental health reducing the net benefits of migration. However, to truly understand the effect of migration on mental health one must compare the mental health of migrants to what their mental health would have been had they stayed in their home country. The existing literature is not able to do this and typically settles for comparing the mental health of migrants to that of natives in the destination country,which takes no account of any pre-existing differences between these groups. This paper overcomes the selection problems affecting previous studies of the effect of migration on mental health by examining a migrant lottery program. New Zealand allows a quota of Tongans to immigrate each year with a lottery used to choose amo...

This article investigates children’s views on providing peer support to bereaved children. The data (pre- and postinterviews and written documents) come from an action research study of a teacher–researcher and her 16 children aged 10–11 years old. Analysis of the data shows children’s ideas on supporting a bereaved child and how this support should be provided, taking into consideration various factors such as the relationship with the bereaved and the role of memories. The paper emphasizes that children should have structured opportunities across the whole-school curriculum to learn how loss affects people’s lives to support themselves and others.

Despite their other theoretical differences, virtually all scholars of the Association of Southeast Asian Nations (ASEAN) agree that the organization's members share an almost religious commitment to the norm of non-intervention. This article disrupts this consensus, arguing that ASEAN repeatedly intervened in Cambodia's internal political conflicts from 1979 to 1999, often with powerful and destructive effects. ASEAN's role in maintaining Khmer Rouge occupancy of Cambodia's UN seat, constructing a new coalition government in exile, manipulating Khmer refugee camps and informing the content of the Cambodian peace process will be explored, before turning to the 'creeping conditionality' for ASEAN membership imposed after the 1997 'coup' in Phnom Penh. The article argues for an analysis recognizing the political nature of intervention, and seeks to explain both the creation of non-intervention norms and specific violations of them as attempts by ASEAN elites to maintain their own illiberal, capitalist regimes against domestic and international political threats.
[the full version is available via my website, http://www.leejones.tk]

The focus of this paper is on the integration of artistic techniques within the feld of gestalt therapy.
From a humanistic and phenomenological framework, this paper focuses on how these techniques
can enhance mental well-being and therapeutic change. Through the exploration of past research,
both from gestalt therapy and art therapy literature, art is viewed either as a vehicle towards verbalization or as an entity on its own. During Art therapy, a piece of art is created however the focus
and subsequent in depth exploration is on the creative process itself, within the therapeutic relationship. During this exploration, art is used as the ground to facilitate and enhance the expression
of individuals' feelings in therapy. Through this manner art can be used in gestalt therapy to help
an individual become aware of unconscious processes in order to creatively adjust to the present
moment. Whilst tapping on the emotional processes, the client can experience direct, reality-based
and immediate responses. One can say that both gestalt therapy and art therapy focus on the
therapeutic process that is created in between the therapist and client.

Resumo. Este ensaio-teórico tem por objetivo apresentar elementos para uma reflexão sobre a contribuição da pesquisa intervencionista para o desenvolvimento dos estudos científicos no âmbito dos mestrados profissionais da área de gestão. Este objetivo é buscado por meio de reflexões críticas inspiradas pela experiência dos autores que atuam como professores/pesquisadores em cursos de pós-graduação stricto sensu no Brasil, apoiadas na literatura e regulação pertinentes. Assim, ao abordarmos este instigante tema, visamos levantar questionamentos e reflexões que conduzam os leitores a reflexões mais profundas, como forma de promover a transferência contínua de conhecimento entre a academia e o mercado, com efetividade. Vislumbra-se, na realidade atual acadêmica brasileira, ainda a necessidade de quebra de paradigma em relação a aceitação da pesquisa de natureza intervencionista, como método científico de pesquisa. Os mestrados profissionais se revestem de um propicio laboratório, que poderá contribuir para este fato, na medida em que os estudos/conhecimentos gerados mostrem-se úteis e aplicáveis. Palavras-chave: Mestrado Profissional. Pesquisa Qualitativa. Pesquisa Intervencionista. Abstract. This essay aims to present elements for a reflection on the contribution of interventional research methodology to the development of scientific studies in the professional master courses in management. This objective is pursued through criticism inspired by the experience of the authors as professors / researchers in professional and academic post-graduation courses in Brazil; in the literature about the matter and in the corresponding regulation. Thus, we aim to raise questions and reflections that lead readers to deeper reflections as a way to promote the continuous transfer

Trauma-focused cognitive–behavioral therapy (TF-CBT), a well-established, evidence-based treatment for children who have experienced trauma, has been increasingly utilized in a group format. Group therapy formats are appealing because they can be highly effective and have the potential to reach larger numbers of clients. Moreover, TF-CBT group delivery may be particularly valuable in reducing the feelings of shame, isolation, and stigma experienced by youth and their caregivers in the aftermath of traumatic experiences. This article reviews the group TF-CBT research, discusses the therapeutic benefits of TF-CBT therapy groups, and provides clinical and logistical guidance for implementing TF-CBT in group format, including a session-by-session protocol. Future directions for research and clinical work in this area are also discussed.

This draft chapter on the application of jus contra bellum to issues of cybersecurity is divided in three main parts. The first part is devoted to the political context and institutional framework relevant to the emergence of debates on the issue of the hostile use of information and communication technologies (ICTs). The opposing approaches of some Western States and a group of States comprising, among others, China and Russia are exposed. This divide concerns not only the interpretation of international law as it stands (lex lata), but also the preferred policies designed to cope with the risks posed by computer network attacks (CNAs). In this regard, whereas Russia, despite huge challenges, champions the disarmament approach, the United States and other like-minded States express satisfaction with the law as it stands, even though important uncertainties subsist surrounding the precise modalities of application of jus contra bellum in the context of ICTs.

The second part deals with the notion of ‘force’ under Article 2(4) of the UN Charter and its applicability to CNAs. While the text of the Charter leaves open the possibility to interpret the concept as encompassing coercive measures beyond purely military means, subsequent practice tends to support the view that this is not the case. Thus, measures of economic coercion—although prohibited by other rules and principles of international law—do not fall in the material scope of application of Article 2(4) of the UN Charter. As far as cyberattacks are concerned, the applicability of said provision is supported by a substantive body of verbal State practice and remains virtually unopposed. It seems therefore, that subsequent practice buttresses the idea that the prohibition of the use of force applies to cyber-attacks that have equivalent effects to that of more classic military operations. Caution is nevertheless called for in this regard, as no precedent has given raise to explicit invocations of Article 2(4) of the UN Charter up to this day. CNAs directed against critical infrastructure, however, do not amount per se as uses of force if they do not cause damages comparable to conventional military operations.

In the orthodox understanding as it notably ensues from the case law of the International Court of Justice as well as State practice, the application of the right of self-defence—being the focus of attention of the third part of this draft chapter—, requires an ‘armed attack’ reaching a certain threshold of gravity. Although the United States of America reject this requirement, their view remains fairly isolated. It is certainly possible to conceive of CNAs that would reach such a threshold of gravity and some States have expressly affirmed this view. But here again, there is no decisive precedent to this date. The problems of the use of proxies and the technical difficulties in collecting evidence of attribution of CNAs to third States pose huge challenges. The conditions of necessity and proportionality of the reaction pose also some problems that are specific to the field of ICTs. It is submitted, in conclusion of this chapter that the abovementioned paralysis of the debate in the UN is caused by attempts, on behalf of the United States of America, to mention the right of self-defence without, at the same time, agreeing on the conditions and modalities of applications of such right. Major disagreements seem indeed to subsist concerning CNAs committed by non-State actors, the evidentiary thresholds as well as the temporal application of the right of self-defence—some States forcefully arguing for the permissibility of preventive self-defence.

Abstract: Objectives: To assess self-esteem, loneliness and attachment styles among adolescents and examine their association with each other and with age and gender. Method: Adolescents (55 males and 55 females) from a public school in Delhi, aged 10-13 ...

Since the turn of the millennium there has been a clear rise in the implementation and research of mindfulness across primary, secondary and postsecondary education. These implementations, however, hardly constitute a uniform phenomenon. They reflect a variety of framings, modalities and educational aims, as documented in hundreds of peer-reviewed papers. To date no overarching review has provided an empirically-based mapping of this multifaceted and rapidly developing discourse. This paper offers a first-of-its-kind map of mindfulness in education based on the 447 peer-reviewed papers published between 2002 and 2017 that constitute this academic discourse, applying grounded theory methodology. The research reveals an exponential rise in the amount of publications over years, with a complex discourse that evolves from seven different framings of the practice, applied to nine different educational domains and through various types of implementation. It maps this complexity and outlines two main patterns that reflects this discourse to date: a) Mindfulness in education, which comprises mostly of outsourced, secularized interventions aimed at improved mental-physical health, social-emotional learning and cognitive functions. b) Mindfulness as education, which is a more transformative strand characterized by contemplative pedagogy in higher education and sporadic whole-school implementations. Overall, in the studied period mindfulness has been moving from near-anonymity toward the mainstream; however, this discourse reflects a nascent phase given that it is only beginning to critique itself. Furthermore, its two patterns reflect a split discourse that is challenged by the practice's psychological-secular framing and its Buddhist framing.

Επιβλέπουσα Καθηγήτρια: ΝΑΣΚΟΥ-ΠΕΡΡΑΚΗ Παρασκευή Τηλ.: 2310 891499 Email: perraki@uom.gr Β΄ Μέλος Εξεταστικής Επιτροπής: ΜΠΕΛΛΟΥ ΦωτεινήΤηλ.: 2310 891479 Email: fbellou@uom.gr
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Λέξεις Κλειδιά:

ασφάλεια, ειρήνη, τάξη, σταθερότητα, ισχύς, συνεργασία, συγκρούσεις, περιπτωσιολογικές μελέτες, φάσμα, εκκρεμές, πλαίσιο, πρίσμα, νομιμότητα, νομιμοποίηση, δόγμα, στρατηγική αντίληψη, σύστημα, ηγεμονία, αρχή, επέμβαση, ευθύνη, προστασία"

Συμπέρανα ότι, το ΝΑΤΟ μετεξελίσσεται σε οργανισμό που έχει τα χαρακτηριστικά ενός διεθνούς περιφερειακού οργανισμού, σε παγκόσμια όμως διάσταση, όπου με βάση το δόγμα "Ευθύνη Προστασίας" (Responsibility to Protect), αναλαμβάνει ρόλο χωροφύλακα, που επιδιώκει τη διασφάλιση της διεθνούς ασφάλειας και του εσωτερικού τομέα ασφαλείας, σε οριακές συγκρούσεις ανά την υφήλιο, πχ Βοσνία, Κόσσοβο, Λιβύη και προσεχώς Συρία."

The Association of American Medical Colleges has encouraged educators to investigate proper linkage of simulation experiences with medical curricula. The authors aimed to determine if student knowledge and satisfaction differ between participation in web-based and manikin simulations for learning shock physiology and treatment and to determine if a specific training sequencing had a differential effect on learning. All 40 second-year medical students participated in a randomized, counterbalanced study with two interventions: group 1 ( n = 20) participated in a web-based simulation followed by a manikin simulation and group 2 ( n = 20) participated in reverse order. Knowledge and attitudes were documented. Mixed-model ANOVA indicated a significant main effect of time ( F1,38 = 18.6, P &lt; 0.001, ηp2 = 0.33). Group 1 scored significantly higher on quiz 2 (81.5%) than on quiz 1 (74.3%, t19 = 3.9, P = 0.001), for an observed difference of 7.2% (95% confidence interval: 3.3, 11.0). Mean...

As an educational intervention, academic acceleration is decidedly effective for high-ability students. The research support for acceleration that has accumulated over many decades is robust and consistent and allows us to confidently state that carefully planned acceleration decisions are successful. Both grade-based and content-based acceleration are effective interventions in academic and social-emotional domains for high-ability students. Grade-accelerated students generally outperform their chronologically older classmates academically, and both groups show approximately equal levels of social and emotional adjustment. Accelerated students should be expected to achieve, relative to their new grade peers, at a high level that is generally comparable to their performance in the previous grade. Such students are typically among the top 10% in a class, and they should be expected to remain in the top 10% throughout their academic careers. To be clear, there is no evidence that acce...

Over the past several years, increased interest in preventing youth problems and promoting healthy youth development has led youth and family practitioners, policy makers, and researchers to develop a wide range of approaches based on various theoretical frameworks. Although the growth in guiding frameworks has led to more complex models and a greater diversity in the options available to scholars and practitioners, the lack of an integrative conceptual scheme and consistent terminology has led to some confusion in the field. Here, we provide an overview of three approaches to youth development and problem prevention, critically examine their strengths and weaknesses, and offer some elaborations to help clarify, extend, and integrate the models. We conclude by discussing some general implications for researchers, practitioners, and policy makers. I n recent years, efforts to address youth problems and enhance youth development have become increasingly more broad-based, involving fam...

Patients with severe aphasia are rarely treated using speech therapy. We used music therapy to continue to treat a 79-year-old patient with chronic severe aphasia. Interventions 1, 2, and 3 were to practice singing a song that the patient knew, to practice singing a song with a therapist, and to practice saying a greeting using a song with lyrics, respectively. In addition, practice of uttering names of body parts was initiated using touch and rhythm. After intervention 1, the patient could sing spontaneously and repeat lyrics. After intervention 2, she could sing with the therapist, and sing spontaneously and repeat lyrics. After intervention 3, she could memorize words with meaning, say the words in context, and use them. The patient could utter the names of two body parts after therapy with touch and rhythm. These suggest that rehabilitation therapy can still be used in patients with severe cognitive impairment.

: The international community is often challenged with stabilizing failing states that are incapable of providing security, health, food and water to their citizens. Humanitarian concern about starvation, rapes, massacres, and oppression of the vulnerable in these states must be addressed. These states may also provide safe havens for terrorists and other groups that become threats to global security. The international community establishes complex missions with both a soft approach of providing only humanitarian aid and a stronger version that exercises binding power over local stakeholders. This thesis analyzes these complex international interventions and argues that missions with binding power are more successful. It begins with theoretical reasoning on why missions with binding power are expected to be successful and continues with empirical data through the comparison of 13 international missions in eight different countries. Five of these international interventions in three ...

ABSTRACT Children with motor difficulties are a very varied group. In order to target interventions more effectively researchers have attempted to identify specific sub‐groups; however, attempts to identify sub‐groups and provide interventions accordingly have met with limited success. Currently interventions can be classified into two main types, namely, general abilities and normative functional approaches. The current study outlines the Manchester Motor Skills Programme (MMSP), which adopts a normative functional approach and has been developed jointly by educational psychologists (EPs), specialist teachers and schools. In order to evaluate the effectiveness of the MMSP a quasi‐experimental repeated measures study was undertaken involving 24 children. The quasi‐experimental study yielded a medium effect size, which is a promising result for a naturalistic intervention. Methodological limitations and areas of future research are considered and identified.