title: The use of a Self-Help book based on Acceptance and Commitment Therapy: To improve General Well-being and Reduce Stress among Support Workers in Disability Sector

authors: Thomas, Leny Philip

subjects: Acceptance and Commitment Therapy

abstract: The randomized two group design (control and intervention group) study was used to evaluate the effectiveness of a self-help book based on ACT for support staff working in disability sector. 10 participants in the intervention group engaged with the book and did the exercises for a 7-week period while 12 participants waited. The researcher contacted the participants in the intervention group by telephone every week to discuss the respective section assigned for each week. 10 participants from the intervention group and 12 from the control group completed pre and post intervention measures for acceptance, mindfulness, quality of life, stress, thought suppression, values, general mental health and on thought control. Participants from the intervention group who read the book rated the usefulness of each section, answered if they were able to engage with the material and rated the difficulty level of the section. The questions at the end of each section helped to assess the comprehension of the content. Results of the group data showed that there was significant interaction for acceptance and depersonalization (a measure of burnout) for participants who completed intervention. Large effect sizes for interaction were seen for measures of stress and burnout while medium effect size was seen for quality of life and mindfulness. The current findings partially support the hypothesis that engaging with self-help book on ACT could improve general well-being of support staff working in disability sector. Previous studies have used ACT in form of workshop for support staff, results again suggest that a self-help book along with minimal guidance from therapist can help improve staff well-being and reduce stress.

text: The use of a Self-Help book based on Acceptance and Commitment Therapy: To improve General Well-being and Reduce Stress among Support Workers in Disability Sector The randomized two group design (control and intervention group) study was used to evaluate the effectiveness of a self-help book based on ACT for support staff working in disability sector. 10 participants in the intervention group engaged with the book and did the exercises for a 7-week period while 12 participants waited. The researcher contacted the participants in the intervention group by telephone every week to discuss the respective section assigned for each week. 10 participants from the intervention group and 12 from the control group completed pre and post intervention measures for acceptance, mindfulness, quality of life, stress, thought suppression, values, general mental health and on thought control. Participants from the intervention group who read the book rated the usefulness of each section, answered if they were able to engage with the material and rated the difficulty level of the section. The questions at the end of each section helped to assess the comprehension of the content. Results of the group data showed that there was significant interaction for acceptance and depersonalization (a measure of burnout) for participants who completed intervention. Large effect sizes for interaction were seen for measures of stress and burnout while medium effect size was seen for quality of life and mindfulness. The current findings partially support the hypothesis that engaging with self-help book on ACT could improve general well-being of support staff working in disability sector. Previous studies have used ACT in form of workshop for support staff, results again suggest that a self-help book along with minimal guidance from therapist can help improve staff well-being and reduce stress.

year: 2011

title: Compressing semi-structured text using hierarchical phrase identification

authors: Nevill-Manning, Craig G.

subjects: computer science

abstract: Many computer files contain highly-structured, predictable information interspersed with information which has less regularity and is therefore less predictable—such as free text. Examples range from word-processing source files, which contain precisely-expressed formatting specifications enclosing tracts of natural-language text, to files containing a sequence of filled-out forms which have a predefined skeleton clothed with relatively unpredictable entries. These represent extreme ends of a spectrum. Word-processing files are dominated by free text, and respond well to general-purpose compression techniques. Forms generally contain database-style information, and are most appropriately compressed by taking into account their special structure. But one frequently encounters intermediate cases. For example, in many email messages the formal header and the informal free-text content are equally voluminous. Short SGML files often contain comparable amounts of formal structure and informal text. Although such files may be compressed quite well by general-purpose adaptive text compression algorithms, which will soon pick up the regular structure during the course of normal adaptation, better compression can often be obtained by methods that are equipped to deal with both formal and informal structure.

text: Compressing semi-structured text using hierarchical phrase identification Many computer files contain highly-structured, predictable information interspersed with information which has less regularity and is therefore less predictable—such as free text. Examples range from word-processing source files, which contain precisely-expressed formatting specifications enclosing tracts of natural-language text, to files containing a sequence of filled-out forms which have a predefined skeleton clothed with relatively unpredictable entries. These represent extreme ends of a spectrum. Word-processing files are dominated by free text, and respond well to general-purpose compression techniques. Forms generally contain database-style information, and are most appropriately compressed by taking into account their special structure. But one frequently encounters intermediate cases. For example, in many email messages the formal header and the informal free-text content are equally voluminous. Short SGML files often contain comparable amounts of formal structure and informal text. Although such files may be compressed quite well by general-purpose adaptive text compression algorithms, which will soon pick up the regular structure during the course of normal adaptation, better compression can often be obtained by methods that are equipped to deal with both formal and informal structure.

year: 1996

title: Activating whanau (extended family) processes within a community and school literacy partnership

authors: Glynn, Ted

subjects: Maori Education

abstract: "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

text: Activating whanau (extended family) processes within a community and school literacy partnership "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

year: 2004