title: The effectiveness of an acceptance and commitment therapy self-help intervention for chronic pain

authors: Johnston, Marnie Ruth

subjects: chronic pain

abstract: Objective: To evaluate the effectiveness of an Acceptance Commitment Therapy based self-help book for people with chronic pain.
Method: This was a randomized 2 group study design. Over a 6-week period, 6 participants read the self-help book and completed exercises from it with weekly telephone support whereas 8 others formed a wait-list control group. Subsequently, 5 of the wait-list participants completed the intervention. Participants completed preintervention and postintervention questionnaires for acceptance, values illness, quality of life, satisfaction with life, depression, anxiety, and pain. Initial outcome data were collected for 8 control participants and 6 intervention participants. Including the wait-list controls, a total of 11 participants completed preintervention and postintervention measures. Whilst completing the self-help intervention, each week participants' rated the content of the book according to reading level and usefulness, and their comprehension of the content was also assessed.
Results: Compared with controls, participants who completed the book showed improved quality of life and decreased anxiety. When data from all the treatment participants were pooled, those who completed the intervention showed statistically significant improvements (with large effect sizes) for acceptance, quality of life, satisfaction with life, and values illness. Medium effect sizes were found for improvements in pain ratings.
Conclusions: These findings support the hypothesis that using the self-help book, with minimal therapist contact adds value to the lives of people who experience chronic pain.

text: The effectiveness of an acceptance and commitment therapy self-help intervention for chronic pain Objective: To evaluate the effectiveness of an Acceptance Commitment Therapy based self-help book for people with chronic pain.
Method: This was a randomized 2 group study design. Over a 6-week period, 6 participants read the self-help book and completed exercises from it with weekly telephone support whereas 8 others formed a wait-list control group. Subsequently, 5 of the wait-list participants completed the intervention. Participants completed preintervention and postintervention questionnaires for acceptance, values illness, quality of life, satisfaction with life, depression, anxiety, and pain. Initial outcome data were collected for 8 control participants and 6 intervention participants. Including the wait-list controls, a total of 11 participants completed preintervention and postintervention measures. Whilst completing the self-help intervention, each week participants' rated the content of the book according to reading level and usefulness, and their comprehension of the content was also assessed.
Results: Compared with controls, participants who completed the book showed improved quality of life and decreased anxiety. When data from all the treatment participants were pooled, those who completed the intervention showed statistically significant improvements (with large effect sizes) for acceptance, quality of life, satisfaction with life, and values illness. Medium effect sizes were found for improvements in pain ratings.
Conclusions: These findings support the hypothesis that using the self-help book, with minimal therapist contact adds value to the lives of people who experience chronic pain.

year: 2010

title: Learner Modelling for Individualised Reading in a Second Language

authors: Walmsley, Michael R.W.

abstract: Extensive reading is an effective language learning technique that involves fast reading of large quantities of easy and interesting second language (L2) text. However, graded readers used by beginner learners are expensive and often dull. The alternative is text written for native speakers (authentic text), which is generally too difficult for beginners. The aim of this research is to overcome this problem by developing a computer-assisted approach that enables learners of all abilities to perform effective extensive reading using freely-available text on the web.
This thesis describes the research, development and evaluation of a complex software system called FERN that combines learner modelling and iCALL with narrow reading of electronic text. The system incorporates four key components: (1) automatic glossing of difficult words in texts, (2) individualised search engine for locating interesting texts of appropriate difficulty, (3) supplementary exercises for introducing key vocabulary and reviewing difficult words and (4) reliably monitoring reading and reporting progress. FERN was optimised for English speakers learning Spanish, but is easily adapted for learners of others languages.
The suitability of the FERN system was evaluated through corpus analysis, machine translation analysis and a year-long study with second year university Spanish class. The machine translation analysis combined with the classroom study demonstrated that the word and phrase error rate generated in FERN is low enough to validate the use of machine translation to automatically generate glosses, but is high enough that a translation dictionary is required as a backup. The classroom study demonstrated that when aided by glosses students can read at over 100 words per minute if they know 95% of the words, whereas compared to the 98% word knowledge required for effective unaided extensive reading. A corpus analysis demonstrated that beginner learners of Spanish can do effective narrow reading of news articles using FERN after learning only 200–300 high-frequency word families, in addition to familiarity with English-Spanish cognates and proper nouns.
FERN also reliably monitors reading speeds and word counts, and provides motivating progress reports, which enable teachers to set concrete reading goals that dramatically increase the quantity that students read, as demonstrated in the user study.

text: Learner Modelling for Individualised Reading in a Second Language Extensive reading is an effective language learning technique that involves fast reading of large quantities of easy and interesting second language (L2) text. However, graded readers used by beginner learners are expensive and often dull. The alternative is text written for native speakers (authentic text), which is generally too difficult for beginners. The aim of this research is to overcome this problem by developing a computer-assisted approach that enables learners of all abilities to perform effective extensive reading using freely-available text on the web.
This thesis describes the research, development and evaluation of a complex software system called FERN that combines learner modelling and iCALL with narrow reading of electronic text. The system incorporates four key components: (1) automatic glossing of difficult words in texts, (2) individualised search engine for locating interesting texts of appropriate difficulty, (3) supplementary exercises for introducing key vocabulary and reviewing difficult words and (4) reliably monitoring reading and reporting progress. FERN was optimised for English speakers learning Spanish, but is easily adapted for learners of others languages.
The suitability of the FERN system was evaluated through corpus analysis, machine translation analysis and a year-long study with second year university Spanish class. The machine translation analysis combined with the classroom study demonstrated that the word and phrase error rate generated in FERN is low enough to validate the use of machine translation to automatically generate glosses, but is high enough that a translation dictionary is required as a backup. The classroom study demonstrated that when aided by glosses students can read at over 100 words per minute if they know 95% of the words, whereas compared to the 98% word knowledge required for effective unaided extensive reading. A corpus analysis demonstrated that beginner learners of Spanish can do effective narrow reading of news articles using FERN after learning only 200–300 high-frequency word families, in addition to familiarity with English-Spanish cognates and proper nouns.
FERN also reliably monitors reading speeds and word counts, and provides motivating progress reports, which enable teachers to set concrete reading goals that dramatically increase the quantity that students read, as demonstrated in the user study.

year: 2015

title: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand

authors: Toki, Valmaine

abstract: The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

text: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

year: 2017