11 results on '"Oates, Jennifer"'
Search Results
2. A phase II randomised controlled trial evaluating the feasibility and preliminary efficacy of an education program on speech-language pathologist' self-efficacy, and self-rated competency for counselling to support psychological wellbeing in people...
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Sekhon, Jasvinder K, Oates, Jennifer, Kneebone, Ian, and Rose, Miranda L
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WELL-being ,PILOT projects ,STROKE ,COUNSELING ,SOCIAL support ,EVALUATION of human services programs ,ANALYSIS of variance ,SELF-efficacy ,RANDOMIZED controlled trials ,T-test (Statistics) ,REHABILITATION of aphasic persons ,CLINICAL competence ,PSYCHOSOCIAL factors ,STROKE patients ,DESCRIPTIVE statistics ,RESEARCH funding ,STATISTICAL sampling ,DATA analysis software ,SPEECH-language pathology assistants ,EDUCATIONAL outcomes ,PROBABILITY theory ,ADULT education workshops ,DISEASE complications - Abstract
Speech-language pathologists (SLPs) utilize counseling to support the psychological wellbeing of people with post-stroke aphasia, however, SLPs receive variable, usually limited, counseling education. Counseling education may be effective in improving SLPs' knowledge, skills, and confidence in counseling in post-stroke aphasia. We aimed to evaluate the feasibility and preliminary efficacy of a novel online counseling education program for SLPs working with people with post-stroke aphasia. Our study was a Phase II, two-arm pilot randomized controlled trial with a waitlist control. Participants (n = 49) were stratified by previous counseling training (≥1 day) and co-work with psychologists when addressing psychological wellbeing in post-stroke aphasia, and randomized to either the education program or waitlist control arm. We developed an education program (7-hours self-directed learning; 3-hour online workshop) for the trial. Feasibility outcomes included SLP recruitment, workshop attendance, and participant attrition at follow-up. Participants' counseling self-efficacy and self-rated competency were assessed pre- and post-program (primary endpoint) and at 5-week follow-up. Forty-four (90%) participants attended the workshop with forty-one (84%) participants completing the trial. There was a significant interaction (large effect size) between time and group supporting a positive effect of the program on counseling self-efficacy, F(1,44) = 39.402, p <. 0005, η
p 2 =. 472 and self-rated competency for counseling, F(1,44) = 31.824, p <. 0005, ηp 2 =. 420. The effects were maintained at follow-up with self-rated competency scores demonstrating further significant improvement. The demonstrated feasibility and preliminary efficacy of this online counseling program warrant a future definitive trial. [ABSTRACT FROM AUTHOR]- Published
- 2023
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3. Staff Perspectives: Defining the Types, Challenges and Lessons Learnt of University Peer Support for Student Mental Health and Wellbeing.
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Pointon-Haas, Julia, Byrom, Nicola, Foster, Juliet, Hayes, Chloe, and Oates, Jennifer
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MENTORING ,MENTAL health of students ,WELL-being ,SUPPORT groups ,GRADUATE students - Abstract
In university settings, peer support brings people together based on their student identity. Peer support has been advocated as an innovative intervention to aid student mental health and wellbeing as part of a whole university approach, especially post-pandemic when student support is critical. While the literature describes three types of university peer support for student mental health and wellbeing, peer-led support groups, peer mentoring, and peer learning, the sector lacks agreed definitions for these interventions. Formal reporting on peer support initiatives is rare, suggesting further types of peer support practice may exist. This qualitative study, comprising semi-structured interviews with 16 university staff members at 14 different institutions, aimed to generate comprehensive definitions of the types of peer support used in the sector through template analysis. The study also sought to understand the current practice, experiences, and challenges around implementing peer support interventions for undergraduate and postgraduate students' mental health and wellbeing from the perspective of the staff who support and coordinate these programmes. Five types of peer support were identified and defined. In addition, the challenges of engagement, resource and capacity, and evaluation were highlighted. Finally, lessons learnt provided potential ways to address the challenges outlined and provided sector guidance for further developing peer support as part of a whole university approach to student mental health and wellbeing. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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4. Counselling education for speech-language pathology students in Australia: a survey of education in post-stroke aphasia.
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Sekhon, Jasvinder, K, Oates, Jennifer, Kneebone, Ian, and Rose, Miranda L
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WELL-being , *ROLE playing , *TEACHING methods , *COUNSELING , *STROKE , *SOCIAL support , *HEALTH occupations students , *MOTIVATIONAL interviewing , *CURRICULUM , *EXECUTIVES , *PROBLEM-based learning , *APHASIA , *SURVEYS , *CLINICAL competence , *NEED (Psychology) , *PSYCHOLOGICAL adaptation , *WRITTEN communication , *SPEECH therapists , *COGNITIVE therapy , *DISEASE risk factors , *DISEASE complications - Abstract
Speech-language pathology practice guidelines recommend competency in counselling to support psychological adjustment and well-being in people with communication disability. However, there is limited information about what counselling education speech-language pathology students need or receive to attain this competency. Speech-language pathologists report that they frequently use counselling to support psychological well-being in people with post-stroke aphasia, a patient group particularly vulnerable to mood disorders, but they also report low knowledge, skill, and confidence in this practice. We aimed to describe the content, methods, duration, and evaluation of counselling education currently offered to Australian speech-language pathology students, including education specifically aimed at supporting the psychological well-being of people with post-stroke aphasia. Directors of all accredited speech-language pathology programs (N = 21) across 15 eligible Australian Universities were invited to participate in an online survey. Responses from 12 of the 21 eligible (57%) programs were obtained. Ten programs (83%) reported offering counselling education with four programs (33%) offering this specifically for people affected by post-stroke aphasia. Most programs provided over 10 hours of counselling coursework but provided less than 3 hours of counselling observation and practicum. Teaching on a variety of counselling topics was reported, most commonly general principles of counselling, while specific approaches included motivational interviewing and cognitive behavioural therapy. Counselling was taught using a range of methods, most frequently problem-based learning and role-play. Student counselling knowledge, skills, and competence were evaluated by written assignment, review of video/written transcripts of role-play, oral presentation, and problem-based learning (case studies) group discussion. Academics had mixed opinions on graduate competency for counselling. While the majority of university programs reported providing counselling education, few offered education to support the psychological needs of people specifically affected by post-stroke aphasia. Some courses offered no counselling education. Minimum standards of counselling education for speech-language pathology students are required to ensure graduates are competent to provide counselling to support adjustment and well-being in people with communication disabilities. [ABSTRACT FROM AUTHOR]
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- 2022
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5. You're not a normal student. The meaning of wellbeing for student nurses.
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Oates, Jennifer, Worth, Timothy, and Coster, Sam
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PSYCHOLOGY of college students ,WELL-being ,TEACHER-student relationships ,OCCUPATIONAL roles ,AFFINITY groups ,SOCIAL support ,SELF-perception ,STUDENT assistance programs ,RESEARCH methodology ,SOCIAL capital ,INTERVIEWING ,QUALITATIVE research ,EXPERIENCE ,INTERNSHIP programs ,STUDENTS ,EDUCATORS ,QUESTIONNAIRES ,HEALTH behavior ,RESEARCH funding ,NURSING students ,STUDENT attitudes ,THEMATIC analysis ,STATISTICAL sampling ,HEALTH promotion ,SOCIAL integration ,HEALTH self-care - Abstract
Purpose: This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses' well-being. Design/methodology/approach: Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark's six-phase approach. Findings: Three themes were identified as follows: "student nurses" "experience of the university", "the meaning of student nurse well-being" and "how the faculty could improve student well-being". The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications: University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value: The study offers unique insight into student nurses' self-concept as "university students" in the context of their well-being. [ABSTRACT FROM AUTHOR]
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- 2021
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6. The mental health service needs and experiences of unaccompanied asylum-seeking children in the UK: a literature review.
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Davies Hayon, Tal and Oates, Jennifer
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WELL-being , *HEALTH policy , *PSYCHOLOGY of refugees , *PSYCHOLOGICAL vulnerability , *MENTAL health , *PEDIATRICS , *POST-traumatic stress disorder , *EXPERIENCE , *ABANDONED children , *MENTAL depression , *ANXIETY , *MEDICAL needs assessment , *CHILDREN - Abstract
In 2017 more than 2,000 unaccompanied children sought asylum in the UK. This article summarises the policy and research literature on the mental health needs and experiences of unaccompanied asylum-seeking children (UASC) in the UK, with the aim of suggesting how to enhance practice and improve outcomes for this vulnerable group. UASC have significant mental health needs with high rates of post-traumatic stress disorder, depression and anxiety; the asylum process greatly affects their well-being. Higher levels of distress in older adolescents who are seeking asylum suggests that lower levels of social support have detrimental outcomes for their mental health. Barriers to service use include mistrust, stigma and service providers' lack of cultural awareness which affect UASC's help-seeking behaviours and identification of their needs. This indicates that mental health services should be available in the spaces commonly used by UASC, such as schools and community centres, to provide psychoeducation, training to other agencies and to inform culturally sensitive interventions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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7. Counselling training for speech–language therapists working with people affected by post‐stroke aphasia: a systematic review.
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Sekhon, Jasvinder K., Oates, Jennifer, Kneebone, Ian, and Rose, Miranda
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EDUCATION of speech therapists , *APHASIA , *CONCEPTUAL structures , *CONFIDENCE , *COUNSELING , *CURRICULUM , *HEALTH occupations students , *HUMAN comfort , *INFORMATION storage & retrieval systems , *MEDICAL databases , *PROFESSIONS , *SCHOOL environment , *SELF-evaluation , *SPEECH therapists , *STROKE , *WORK environment , *SYSTEMATIC reviews , *QUALITATIVE research , *SEARCH engines , *TEACHING methods , *WELL-being , *THEMATIC analysis , *EDUCATIONAL outcomes , *REHABILITATION of aphasic persons , *STROKE patients , *META-synthesis , *DISEASE complications , *DISEASE risk factors - Abstract
Background: Speech–language therapists use counselling to address the psychological well‐being of people affected by post‐stroke aphasia. Speech–language therapists report low counselling knowledge, skill and confidence for working in post‐stroke aphasia which may be related to a lack of counselling training specific to the needs of this client group. Aims: To identify current training in counselling for speech–language therapists to address psychological well‐being in people affected by post‐stroke aphasia. Specifically, the intent was to establish the objectives, content, amount, teaching methods and outcomes of counselling training provided to speech–language therapists working with people affected by post‐stroke aphasia. Methods & Procedures: Eleven databases were searched from inception to January 2018 using terms relating to counselling, psychological well‐being, speech–language therapy, stroke, aphasia and training. Studies using any research methodology and design were included. Nine studies were critically appraised and synthesized as a systematic review using the Search, AppraisaL, Synthesis and Analysis (SALSA) framework. Main Contribution: Information on counselling training came from the UK, United States and Australia. Student speech–language therapists received training in goal‐setting and generic counselling skills. After qualification, speech–language therapists received counselling training from mental health professionals within stroke workplaces, from external providers and further education. A range of teaching techniques and counselling approaches were described. Self‐report and themes from qualitative data were the primary measures of counselling training outcomes. Moderate correlations were reported between counselling training and levels of speech–language therapists' knowledge, comfort, confidence and preparedness to counsel people affected by post‐stroke aphasia. Conclusions: Research in counselling training for speech–language therapists working in post‐stroke aphasia is limited, with a small number of primarily low‐quality studies available. Training in generic counselling skills and brief psychological approaches with support from mental health professionals in the stroke workplace enabled speech–language therapists to feel knowledgeable, skilled and confident to address the psychological well‐being of people affected by post‐stroke aphasia. Evidence about the effectiveness of counselling training on speech–language therapists' confidence and competence in practice and on client outcomes in psychological well‐being in post‐stroke aphasia is required. [ABSTRACT FROM AUTHOR]
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- 2019
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8. What keeps nurses happy? Implications for workforce well-being strategies.
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Oates, Jennifer
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JOB stress prevention , *PSYCHOLOGICAL adaptation , *HEALTH status indicators , *INDUSTRIAL hygiene , *INTERVIEWING , *JOB satisfaction , *RESEARCH methodology , *NURSING services administration , *PSYCHIATRIC nursing , *STRESS management , *SURVEYS , *T-test (Statistics) , *JUDGMENT sampling , *SOCIOECONOMIC factors , *WELL-being , *THEMATIC analysis , *WORK-life balance , *CLINICAL supervision , *DATA analysis software , *MINDFULNESS , *DESCRIPTIVE statistics , *ONE-way analysis of variance - Abstract
Aim The aim of this article is to present selected findings from a doctoral study on the subjective well-being and subjective experience of mental health problems in UK mental health nurses. Here the concept of 'nurses' well-being' is explored. Method Data were drawn from a survey of 237 mental health nurses about their mental health and well-being and from interviews with 27 mental health nurses with personal experience of mental health problems and high subjective well-being. Results While nurses' subjective well-being is relatively low, some use strategies to support their well-being in and outside the workplace. Activities outside work that improved their wellbeing were physical exercise, mindfulness practice, spending time in nature and listening to music. Well-being was associated with clear boundaries between home and work life, regular clinical supervision and translating learning from work with patients to nurses' own lives. Conclusion Healthcare employers' staff health and well-being strategies should be informed by nurses' insights into what works for them. This may mean offering opportunities to take part in well-being activities. There are also opportunities to improve staff well-being through shared initiatives open to nurses and patients, and through an inclusive and empowering approach to staff engagement. [ABSTRACT FROM AUTHOR]
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- 2018
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9. Investigating the social integration and wellbeing of transgender individuals: A meta-synthesis.
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Stewart, Lauryn, O'Halloran, Paul, and Oates, Jennifer
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DISCRIMINATION (Sociology) ,ETHNOLOGY ,GENDER identity ,LEISURE ,PUBLIC welfare ,SOCIAL isolation ,SOCIAL stigma ,SYSTEMATIC reviews ,QUALITATIVE research ,ACTIVITIES of daily living ,WELL-being ,TRANSGENDER people ,META-synthesis ,PSYCHOLOGY - Abstract
There is growing literature about the experiences of social integration and wellbeing of transgender individuals. However, there has been no synthesis across this body of research. Accordingly, the aim of this review was to aggregate, interpret, and synthesize findings from qualitative studies pertaining to the social integration and wellbeing of transgender individuals.Introduction: This study synthesized findings from 18 qualitative and mixed method studies which had explored the social integration and wellbeing of transgender individuals, using Noblit and Hare's meta-ethnography method. The Critical Appraisal Skills Programme was also used to appraise the 18 included studies.Methods: Data from the included 18 individual studies ranged from moderate to strong in quality. Data analysis revealed five major themes which influenced transgender individuals' daily lives. These were gender transition and disclosing gender identity, health and self-isolation, living with stigma and discrimination: health care, leisure and work, the importance of relationships, and last, overcoming adversity: stories of what can work.Results: This meta-synthesis reinforces many preconceived notions about transgender individuals. These include being at high risk of social exclusion, experiencing discrimination and stigma across many social situations, and last, being at high risk of poor wellbeing. This study also found that there is further need for studies that investigate the self-isolation of transgender individuals as well as this group's relationship and experiences with health care professionals and providers. [ABSTRACT FROM AUTHOR]Conclusion: - Published
- 2018
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10. Subjective well-being of mental health nurses in the United Kingdom: Results of an online survey.
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Oates, Jennifer, Jones, Julia, and Drey, Nicholas
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AGE distribution , *ANALYSIS of variance , *CHI-squared test , *CONFIDENCE intervals , *STATISTICAL correlation , *EMPLOYMENT , *RESEARCH methodology , *NURSES' attitudes , *PSYCHIATRIC nursing , *QUESTIONNAIRES , *RESEARCH funding , *SATISFACTION , *SEX distribution , *STATISTICAL hypothesis testing , *T-test (Statistics) , *WORLD Wide Web , *EMAIL , *MULTIPLE regression analysis , *WELL-being , *CROSS-sectional method , *DESCRIPTIVE statistics , *ONE-way analysis of variance - Abstract
The aim of the present study was to measure the subjective well-being of a group of 225 UK registered mental health nurses (MHN) using three survey measures, and to identify whether certain demographic and workplace factors correlated with subjective well-being measure scores. An online survey incorporating the subjective well-being questions used by the Office for National Statistics, the Satisfaction with Life Scale, and the Warwick Edinburgh Mental Well-Being Scale was administered to members of two professional bodies for MHN. There was good consistency between the three subjective well-being measures, each demonstrating that UK MHN had a relatively low subjective well-being. Apart from the Office for National Statistics question, 'Overall, to what extent do you feel the things you do in your life are worthwhile?', demographic and workplace factors did not correlate with subjective well-being measure scores, although the characteristics of being male, living alone, and being aged 40-49 years were associated with lower mean scores on all three measures. The findings of the exploratory study suggest that a similar study should be undertaken with a larger representative population of MHN, and that qualitative research should explore why and how UK MHN have relatively low subjective well-being. The limitations of this study, namely the response rate and sample representativeness, mean that the results of the present study must be tested in further research on the MHN population. [ABSTRACT FROM AUTHOR]
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- 2017
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11. Inclusion of Transgender Voice and Communication Training in a University Clinic.
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Oates, Jennifer and Dacakis, Georgia
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COMMUNICATION education ,EXPERIENCE ,HEALTH occupations students ,SOCIAL participation ,SPEECH therapists ,SPEECH therapy ,STUDENTS ,SPEECH therapy education ,WELL-being ,TRANSGENDER voice therapy - Abstract
Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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