Assessment Interviewing for Treatment Planning :: Trainer's manual. .. [2] Trainee's manualDepartment of Health, Education, and Welfare, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, National Institute on Drug Abuse, Division of Resource Development, Manpower and Training Branch, 1978 |
Términos y frases comunes
1817 LIBRARIES 20 minutes Assessment Interviewing Guide barbiturates brought the client building large group CHIGAN clarify CLIENT SKETCH Concept building large confidentiality Content Area counselor course Demonstration videotape depressed Discussion and summary Discussion of learning drug abuse emphasized example exercise feel field trials FLIP CHART OUTLINE goals guidelines Handout Session Identify at least important Integration of learning interaction INTERVIEW AND CLIENT Interview simulation interviewer's Interviewing for Treatment Interviewing Skills Introducing the Interview Introduction Latino learning large group Linkages and assignments methadone MICHIGAN minutes 15 minutes objectives Observation Feedback Form Pam's participants person presentation Process Observation Feedback Psychometric Tests Rationality Reading Assignment Relationships Reports from small responses role schedule scores Skill development small specific Specific Tests SUGGESTED FLIP CHART supervisor-floater t-tests techniques Terminating the Interview Trainee's Manual Trainer Tips training activities training team treatment planning board UNIV Yeah
Pasajes populares
Página 149 - When administering the pretest, inquiries about test items should not be answered. It should be explained that the course will provide the answers in a way that will enable participants to understand what is correct, and, more importantly, why it is correct. After posttesting, feel free to discuss any and all items on either the pretest or the posttest.
Página 141 - Trainers had to meet three requirements. First, and most important, each item was to measure a specific course objective. A test meeting this condition can be used to measure the extent to which students have mastered the intended skills, attitudes, and knowledge. A second requirement was that instruments would measure the trainees...
Página 141 - To meet these three requirements, it was decided to design a test containing true-false and multiple choice items. The specific objective to which each item applied would be identified. Each item would also be identified as measuring knowledge at one of three levels of sophistication: • Simple recall of material contained in the course • Interpretation of situations and actions in terms of principles contained in the course • Application of these principles to problem situations It was decided...
Página 225 - Whitehorn, JC: Guide to interviewing and clinical personality study. Archives of Neurology and Psychiatry 52:197-216, 1944.
Página 141 - ... to recall the specific principles themselves. Third, the test had to be one that could be scored objectively, quickly, and easily. There is a vast body of research literature that suggests that this requirement is virtually impossible to achieve through open-ended (free-response) items. This requirement, then, suggested some form of forced-choice instrument. To meet these three requirements, it was decided to design a test containing true-false and multiple choice items.
Página 141 - ... items for each test could be included. Items appropriate to each objective were written and assigned to one of the three levels of sophistication according to the type of problem to be solved. Preliminary items were reviewed for accuracy and to ensure that only one response was correct. Members of the National Drug Abuse Center staff reviewed the tests; based on their performance and comments, items were revised where required. Two forms of equal length with the same number of items measuring...
Página 224 - Maccoby, Eleanor E. and Maccoby, Nathan. The Interview: A Tool of Social Science.
Página 141 - EVALUATION This section describes the development of the pre-post tests, Forms A and B. Following this description are instructions for using the participant opinionnaires and for administering the test. Finally, the section contains the answer keys to the tests, answer sheets, and the tests themselves. DEVELOPMENT OF THE PRETESTS AND POSTTESTS Pretests and posttests developed for the Training of Trainers had to meet three requirements. First, and most important, each item was to measure a specific...
Página 16 - Flip Charts Flip charts help organize and clarify information. They provide trainees with a visual outline of the course content; information that is both seen and heard is more easily retained. Some hints for the effective use of flip charts: • Prepare them in advance when you are presenting a lecture. • Use them to record points made (by trainees) during a discussion or brainstorming session.
Página 40 - This list is just a beginning, and the length of your own list will grow with your experiences. 1. Paired Introductions Each person meets and gets to know one other person and in turn introduces his partner to the entire group. 2. Dyad and Quartet Same as above, but instead of introducing his partner to the entire group, he introduces him to another dyad. 3. One-Minute Autobiography Break into groups of a dozen or so. Each person is given one minute to tell about himself. Use a timekeeper...