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3. The efficacy of internet-delivered cognitive-behavioral therapy for posttraumatic stress disorder according to the mean age of patients: a systematic review and meta-analysis.

Author

Paiva, Jéssica Meirelles, dos Santos Melani, Marina, Marques, Elisa Schoenche Nunes, Arcosy, Cheyenne von, Coutinho, Evandro Silva Freire, Ventura, Paula, and Berger, William

Subjects
*TREATMENT of post-traumatic stress disorder, *RISK assessment, *THERAPEUTICS, *RESEARCH funding, *INDEPENDENT variables, *INTERNET, *AGE distribution, *TREATMENT effectiveness, *META-analysis, *SYMPTOMS, *SYSTEMATIC reviews, *MEDLINE, *COMPUTERS in medicine, *COGNITIVE therapy, *ONLINE information services, *BEHAVIOR therapy, *PSYCHOLOGY information storage & retrieval systems, *EVALUATION
Abstract

Internet-delivered cognitive-behavioral therapy (I-CBT) is effective in treating post-traumatic stress disorder (PTSD) symptoms, offering enhanced accessibility and cost-effectiveness. However, it's important to note that these technologies may not be suitable for all age groups. Therefore, we conducted a systematic review and meta-analysis to determine if the effectiveness of I-CBT in treating PTSD varies based on the patients' mean age. We conducted a systematic review of the literature, focusing on randomized controlled trials (RCTs) in the ISI Web of Science, PubMed/MEDLINE, and PsycINFO databases. Following this, we performed a meta-analysis and evaluated the risk of bias using the Cochrane risk of bias quality assessment tool. In this study, we examined patient-related factors (civil or military status, age, and gender), clinical characteristics (baseline PTSD severity and type of trauma), and treatment characteristics (type of intervention, synchronous or asynchronous delivery, and the number of sessions) as independent variables. The dependent variable was the reduction in mean PTSD symptoms. Five RCTs out of 1,552 screened studies were included in this review, all of which showed some level of concern regarding potential bias. Our meta-analysis indicates that I-CBT is equally effective regardless of patients' mean age. Since all RCTs included only provide the mean age of the patients, further randomized controlled trials should address the effectiveness of I-CBT among different age groups. [ABSTRACT FROM AUTHOR]

Published
2024
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5. Brecha digital de género en docentes de Matemática de Educación Media antes y durante la pandemia por COVID-19 en Uruguay.

Author

Rodríguez Zidán, Eduardo, Bentancor Biagas, Gustavo, Solari, Martín, Melani, Marina, and Saldombide, Lucía

Abstract

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2023
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7. Absence of definitive scientific evidence that benzodiazepines could hinder the efficacy of exposure‐based interventions in adults with anxiety or posttraumatic stress disorders: A systematic review of randomized clinical trials

Author

Melani, Marina S., primary, Paiva, Jéssica M., additional, Silva, Maria C., additional, Mendlowicz, Mauro V., additional, Figueira, Ivan, additional, Marques‐Portella, Carla, additional, Luz, Mariana P., additional, Ventura, Paula Rui, additional, and Berger, William, additional

Published
2020
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8. Developing Intercultural Competences For Entrepreneurship Among Students Through Virtual Exchange

Author

Persson-Fischier, Ulrika, Belousova, Olga, Melani, Marina, Persson-Fischier, Ulrika, Belousova, Olga, and Melani, Marina

Abstract

Summary Finding an effective way to teach entrepreneurship in a classroom requires providing broader opportunities forexperiential learning (Kuratko, 2005). To do so, “professors must become more competent in the use of academic technology and ... include new and innovative approaches” (Solomon, Duffy, & Tarabishy, 2002). Furthermore, as the vast geographic distances between countries and cultures are diminishing (Crose, 2011), universities should prepare students to function in an interconnected world (Abrahamse et al., 2015; Fayolle & Klandt, 2006). International exchange presents a challenge to many students due to high cost, difficulty of transferring credits, and a reluctance to leave friends and families (Abrahamse et al., 2015). Thus, international virtual classrooms (IVC) are becoming an increasingly popular, accessible and cost- and time-effective alternative (Taras et al., 2013; Zwerg-Villegas & Martínez-Díaz, 2016). The IVC pedagogical and organizational approaches are, however, still in their development. In this PDW, we address such approaches for teaching entrepreneurship through an IVC, based on a project across ten universities located in six Latin American and European countries with more than thirty staff members and hundred students participating in three parallel IVCs leveraging different methodologies to teach entrepreneurship through design thinking, global opportunity recognition, innovation ecosystem and networks content. Style The PDW starts with a brief introduction based on our experience with the IVC. It continues with a group discussion, focusing on the issues to consider, tools to use and process of organizing and teaching an IVC on entrepreneurship. It concludes with the discussion of key outcomes and next steps. Outcomes This PDW brings three-fold benefits: 1) better understanding of tools and organization process; 2) reflection adaptation of the specific topics, such as design thinking, opportunity recognition and netwo

Published
2019

9. The Big Listen: A community engagement consultation project. Actions, findings and reflections

Author

Melani, Marina and Lester-Reason, Lloyd

Subjects
Educación superior, Entrepreneurship, Ciencias de la Educación, Community, Ciencias sociales, Action learning
Abstract

This paper discusses the results of an empirical research project called The Big Listen, which was carried out in the Northern area of Cambridge. It also presents personal reflections upon the execution of the project. My participation in The Big Listen was part of the work placement undertaken as a student of the MSc in Entrepreneurial Management at Anglia Ruskin University. The project was supported by an organisation called Future Business Centre, and the main objective was to find out the most significant social issues that affect the community within Northern Cambridge in order to take further action in the near future. The main vehicle to conduct the research study was questionnaires, which collected data from one hundred and eleven local residents. Coding and grounded theory were used to process the data, and results were presented in a written report. Findings indicate that, despite general agreement on the levels of satisfaction with the neighbourhoods, there are specific issues that need to be addressed such as the disengagement of young people and the feeling of isolation of the elderly, among others. Therefore, The Big Listen should be considered the first step of a long-term process that should keep investigating people's needs, in order to cater to what is currently missing or functioning inefficiently. The current findings may be useful to raise awareness of the situation and involve other stakeholders in the near future. Agencia Nacional de Investigación e Innovación

Published
2016

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