Centre de Documentation Campus Montignies
Horaires :
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Attention, votre centre de documentation sera fermé du 27/04 au 12/05 inclus.
Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Attention, votre centre de documentation sera fermé du 27/04 au 12/05 inclus.
Bienvenue sur le catalogue du centre de documentation du campus de Montignies.
Résultat de la recherche
3 résultat(s) recherche sur le mot-clé 'self-awareness'
Ajouter le résultat dans votre panier Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Effect of self-awareness on goal engagement and outcomes after acquired brain injury / Sarah Prescott in The British Journal of Occupational Therapy, Vol. 82 Issue 12 (Décembre 2019)
[article]
Titre : Effect of self-awareness on goal engagement and outcomes after acquired brain injury Type de document : texte imprimé Auteurs : Sarah Prescott ; Jennifer Fleming ; Emmah Doig Année de publication : 2019 Article en page(s) : p. 726-731 Note générale : doi.org/10.1177/0308022619851434 Langues : Anglais (eng) Mots-clés : Self-awareness acquired brain injury client-centred goal setting goal outcomes occupational therapy Résumé : Introduction
A client’s level of self-awareness may change after acquired brain injury, including impaired self-awareness or hyper-awareness of impairments. As a result of these impairments, engagement in occupational therapy may be more challenging, especially the setting of client-centred goals. Understanding how engagement in goal setting differs according to level of self-awareness is therefore necessary. The aim of this study was to examine differences between: (a) the client-centredness of goal setting; (b) verbal participation in goal setting discussions and (c) the goal outcomes across clients with acquired brain injury who had different levels of self-awareness.
Method
A prospective cohort study design was used. Participants were 35 adults with acquired brain injury attending outpatient rehabilitation. Goal setting discussions were audio-recorded and measures of self-awareness and client-centredness completed immediately afterwards, and goal-outcome data collected 12 weeks later.
Results
Participants were classified into three self-awareness groups: hyper-awareness (n=9), accurate self-awareness (n=17) and impaired self-awareness (n=9). All groups demonstrated high levels of client-centredness of goals and achieved clinically significant goal outcomes.
Conclusion
Clients with impaired self-awareness, hyper-awareness and accurate awareness can be successfully engaged in rehabilitation goal setting to develop and achieve client-centred goals.Permalink : ./index.php?lvl=notice_display&id=85668
in The British Journal of Occupational Therapy > Vol. 82 Issue 12 (Décembre 2019) . - p. 726-731[article] Effect of self-awareness on goal engagement and outcomes after acquired brain injury [texte imprimé] / Sarah Prescott ; Jennifer Fleming ; Emmah Doig . - 2019 . - p. 726-731.
doi.org/10.1177/0308022619851434
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol. 82 Issue 12 (Décembre 2019) . - p. 726-731
Mots-clés : Self-awareness acquired brain injury client-centred goal setting goal outcomes occupational therapy Résumé : Introduction
A client’s level of self-awareness may change after acquired brain injury, including impaired self-awareness or hyper-awareness of impairments. As a result of these impairments, engagement in occupational therapy may be more challenging, especially the setting of client-centred goals. Understanding how engagement in goal setting differs according to level of self-awareness is therefore necessary. The aim of this study was to examine differences between: (a) the client-centredness of goal setting; (b) verbal participation in goal setting discussions and (c) the goal outcomes across clients with acquired brain injury who had different levels of self-awareness.
Method
A prospective cohort study design was used. Participants were 35 adults with acquired brain injury attending outpatient rehabilitation. Goal setting discussions were audio-recorded and measures of self-awareness and client-centredness completed immediately afterwards, and goal-outcome data collected 12 weeks later.
Results
Participants were classified into three self-awareness groups: hyper-awareness (n=9), accurate self-awareness (n=17) and impaired self-awareness (n=9). All groups demonstrated high levels of client-centredness of goals and achieved clinically significant goal outcomes.
Conclusion
Clients with impaired self-awareness, hyper-awareness and accurate awareness can be successfully engaged in rehabilitation goal setting to develop and achieve client-centred goals.Permalink : ./index.php?lvl=notice_display&id=85668 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêtGender Differences in Students' Self-Awareness of Their Handwriting Performance / Orit Lahav in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)
[article]
Titre : Gender Differences in Students' Self-Awareness of Their Handwriting Performance Type de document : texte imprimé Auteurs : Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur Année de publication : 2014 Article en page(s) : p.614-618 Langues : Anglais (eng) Mots-clés : Handwriting Adolescence Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance.
Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires.
Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance.
Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance.Permalink : ./index.php?lvl=notice_display&id=35915
in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618[article] Gender Differences in Students' Self-Awareness of Their Handwriting Performance [texte imprimé] / Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur . - 2014 . - p.614-618.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618
Mots-clés : Handwriting Adolescence Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance.
Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires.
Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance.
Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance.Permalink : ./index.php?lvl=notice_display&id=35915 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêtOccupational therapy metacognitive intervention for adolescents with ADHD: Teen Cognitive-Functional (Cog-Fun) feasibility study / Nirit Levanon-Erez in The British Journal of Occupational Therapy, Vol. 82 Issue 10 (Octobre 2019)
[article]
Titre : Occupational therapy metacognitive intervention for adolescents with ADHD: Teen Cognitive-Functional (Cog-Fun) feasibility study Type de document : texte imprimé Auteurs : Nirit Levanon-Erez ; Orli Kampf-Sherf ; Adina Maeir Année de publication : 2019 Article en page(s) : p. 618-629 Note générale : doi.org/10.1177/0308022619860978 Langues : Anglais (eng) Mots-clés : ADHD adolescents occupational therapy metacognitive intervention executive function self-awareness Résumé : Introduction
Adolescents with attention deficit hyperactivity disorder face neurocognitive impairments that impede their occupational functioning. The Cognitive-Functional model is a metacognitive occupational therapy intervention for individuals with attention deficit hyperactivity disorder that harnesses self-awareness and strategy behavior to support participation in an individualized occupational context. This study explored preliminary feasibility and efficacy of the Cognitive Functional model adapted for adolescents with attention deficit hyperactivity disorder, the Teen Cognitive-Functional intervention.
Method
A mixed method feasibility study including 22 adolescents with attention deficit hyperactivity disorder and their parents was conducted. Pre–post assessments included: occupational performance (Canadian Occupational Performance Measure); executive functioning (Behavior Rating Inventory of Executive Function); self-awareness and strategy behavior (Self-Regulation Skills Interview).
Results
Modest attrition and high satisfaction from Teen Cognitive-Functional intervention were found. Significant improvements were reported in adolescents’ occupational performance, executive functioning and strategy behavior. No significant gains were found in adolescents’ self-awareness. Adolescents’ strategy behavior was correlated with parent-rated occupational performance. Qualitative analysis of the strategies reported by the adolescents after intervention revealed three categories: “self-determined choices”; “plan and organize” and “adaptations.”
Conclusion
This study provides initial support for feasibility of the Teen Cognitive-Functional intervention and its potential efficacy in promoting occupational performance, executive functioning and strategy behavior. Controlled studies are needed to further validate these findings.Permalink : ./index.php?lvl=notice_display&id=85533
in The British Journal of Occupational Therapy > Vol. 82 Issue 10 (Octobre 2019) . - p. 618-629[article] Occupational therapy metacognitive intervention for adolescents with ADHD: Teen Cognitive-Functional (Cog-Fun) feasibility study [texte imprimé] / Nirit Levanon-Erez ; Orli Kampf-Sherf ; Adina Maeir . - 2019 . - p. 618-629.
doi.org/10.1177/0308022619860978
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol. 82 Issue 10 (Octobre 2019) . - p. 618-629
Mots-clés : ADHD adolescents occupational therapy metacognitive intervention executive function self-awareness Résumé : Introduction
Adolescents with attention deficit hyperactivity disorder face neurocognitive impairments that impede their occupational functioning. The Cognitive-Functional model is a metacognitive occupational therapy intervention for individuals with attention deficit hyperactivity disorder that harnesses self-awareness and strategy behavior to support participation in an individualized occupational context. This study explored preliminary feasibility and efficacy of the Cognitive Functional model adapted for adolescents with attention deficit hyperactivity disorder, the Teen Cognitive-Functional intervention.
Method
A mixed method feasibility study including 22 adolescents with attention deficit hyperactivity disorder and their parents was conducted. Pre–post assessments included: occupational performance (Canadian Occupational Performance Measure); executive functioning (Behavior Rating Inventory of Executive Function); self-awareness and strategy behavior (Self-Regulation Skills Interview).
Results
Modest attrition and high satisfaction from Teen Cognitive-Functional intervention were found. Significant improvements were reported in adolescents’ occupational performance, executive functioning and strategy behavior. No significant gains were found in adolescents’ self-awareness. Adolescents’ strategy behavior was correlated with parent-rated occupational performance. Qualitative analysis of the strategies reported by the adolescents after intervention revealed three categories: “self-determined choices”; “plan and organize” and “adaptations.”
Conclusion
This study provides initial support for feasibility of the Teen Cognitive-Functional intervention and its potential efficacy in promoting occupational performance, executive functioning and strategy behavior. Controlled studies are needed to further validate these findings.Permalink : ./index.php?lvl=notice_display&id=85533 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêt