Web-based counseling for problem gambling: exploring motivations and recommendations

Background:For highly stigmatized disorders, such as problem gambling, Web-based counseling has the potential to&nbsp;address common barriers to treatment, including issues of shame and stigma. Despite the exponential&nbsp;growth in the uptake of immediate synchronous Web-based counseling (ie, provided without&nbsp;appointment), little is known about why people choose this service over other modes of treatment.Objective:The aim of the current study was to determine motivations for choosing and recommending Web-based&nbsp;counseling over telephone or face-to-face services.Methods:The study involved 233 Australian participants who had completed an online counseling session for&nbsp;problem gambling on the Gambling Help Online website between November 2010 and February 2012.&nbsp;Participants were all classified as problem gamblers, with a greater proportion of males (57.4%) and&nbsp;60.4% younger than 40 years of age. Participants completed open-ended questions about their reasons&nbsp;for choosing online counseling over other modes (ie, face-to-face and telephone), as well as reasons for&nbsp;recommending the service to others.Results:A content analysis revealed 4 themes related to confidentiality/anonymity (reported by 27.0%),&nbsp;convenience/accessibility (50.9%), service system access (34.2%), and a preference for the therapeutic&nbsp;medium (26.6%). Few participants reported helpful professional support as a reason for accessing&nbsp;counseling online, but 43.2% of participants stated that this was a reason for recommending the service.Those older than 40 years were more likely than younger people in the sample to use Web-based&nbsp;counseling as an entry point into the service system (&lt;italic&gt;P&lt;/italic&gt;=.045), whereas those engaged in&nbsp;nonstrategic gambling (eg, machine gambling) were more likely to access online counseling as an entry&nbsp;into the service system than those engaged in strategic gambling (ie, cards, sports;&nbsp;&lt;italic&gt;P&lt;/italic&gt;=.01). Participants older than 40 years were more likely to recommend the service&nbsp;because of its potential for confidentiality and anonymity (&lt;italic&gt;P&lt;/italic&gt;=.04), whereas those&nbsp;younger than 40 years were more likely to recommend the service due to it being helpful&nbsp;(&lt;italic&gt;P&lt;/italic&gt;=.02).Conclusions:This study provides important information about why online counseling for gambling is attractive to&nbsp;people with problem gambling, thereby informing the development of targeted online programs,&nbsp;campaigns, and promotional material.</div

Pengembangan Sistem Infromasi Bimbingan Konseling dengan Fitur Chatbot untuk Meningkatkan Layanan Konsultasi

Counseling guidance is an activity to provide assistance by an expert to individuals either directly or indirectly and provide additional knowledge to overcome the problems experienced by counseling. The implementation of face-to-face counseling allows students to be lazy to do consultations. BK's records are also still recorded in journals and pocket books owned by each student. This allows guidance and counseling data is not well documented. Student data is saved in hard copy form saved in a folder this allows damage to data loss. This becomes less effective, especially since all activities related to counseling guidance are students' personal documentation which will be reported to parents/guardians of students. The purpose of this study is to develop a counseling guidance information system that is equipped with a chatbot feature that student can use to conduct online consultations with the system or with their BK teachers and is expected to improve the consulting services provided by BK teachers to students and parents. Web-based information systems are the right means because student data recording can be better documented so that parents can also know the progress of their son or daughter while at school. The development method in this study uses Research and Development (R&D), with the Waterfall development model. The stages in the Waterfall model include Requirements Definition, System and Software Design, Implementation and Unit Testing, Integration and System Testing, and then Operation and Maintenance. This information system trial was conducted on 44 participants at SMK Negeri 1 Sambirejo. Before being tested on respondents, the information system was validated by 1 Informatics Engineering Education lecturers and 3 counseling guidance teachers. From the results of testing by the validator using the blackbox method, from 83 tests, the function success rate of 100% means that all features and menus are functioning properly so that they are worthy of testing. The results of tests conducted by 44 respondents using the System Usability Scale (SUS) obtained an average result of 87,386 including in the excellent category with grade B scale. From the test results, it was concluded that the response from respondents regarding the counseling guidance information system was good and could be accepted as a counseling guidance information system

Increasing confidence and changing behaviors in primary care providers engaged in genetic counselling.

BackgroundScreening and counseling for genetic conditions is an increasingly important part of primary care practice, particularly given the paucity of genetic counselors in the United States. However, primary care physicians (PCPs) often have an inadequate understanding of evidence-based screening; communication approaches that encourage shared decision-making; ethical, legal, and social implication (ELSI) issues related to screening for genetic mutations; and the basics of clinical genetics. This study explored whether an interactive, web-based genetics curriculum directed at PCPs in non-academic primary care settings was superior at changing practice knowledge, attitudes, and behaviors when compared to a traditional educational approach, particularly when discussing common genetic conditions.MethodsOne hundred twenty one PCPs in California and Pennsylvania physician practices were randomized to either an Intervention Group (IG) or Control Group (CG). IG physicians completed a 6 h interactive web-based curriculum covering communication skills, basics of genetic testing, risk assessment, ELSI issues and practice behaviors. CG physicians were provided with a traditional approach to Continuing Medical Education (CME) (clinical review articles) offering equivalent information.ResultsPCPs in the Intervention Group showed greater increases in knowledge compared to the Control Group. Intervention PCPs were also more satisfied with the educational materials, and more confident in their genetics knowledge and skills compared to those receiving traditional CME materials. Intervention PCPs felt that the web-based curriculum covered medical management, genetics, and ELSI issues significantly better than did the Control Group, and in comparison with traditional curricula. The Intervention Group felt the online tools offered several advantages, and engaged in better shared decision making with standardized patients, however, there was no difference in behavior change between groups with regard to increases in ELSI discussions between PCPs and patients.ConclusionWhile our intervention was deemed more enjoyable, demonstrated significant factual learning and retention, and increased shared decision making practices, there were few differences in behavior changes around ELSI discussions. Unfortunately, barriers to implementing behavior change in clinical genetics is not unique to our intervention. Perhaps the missing element is that busy physicians need systems-level support to engage in meaningful discussions around genetics issues. The next step in promoting active engagement between doctors and patients may be to put into place the tools needed for PCPs to easily access the materials they need at the point-of-care to engage in joint discussions around clinical genetics

Single Point of Entry Long-Term Living Resource System Team Report

Pursuant to House File 451 the Single Point of Entry Long-Term Living Resources System Team, involving several state agencies as well as interested associations, submitted a report to the legislature on recommendations to establish a single point of entry system

Chicago Recovery Partnership Evaluation of the American Recovery and Reinvestment Act

From 2009-2011, the City of Chicago and Cook County received a total of $2.35 billion in funding provided by the American Recovery and Reinvestment Act [ARRA]. The stimulus money was allocated to seven areas: education, basic needs, transportation and infrastructure, housing and energy, public safety, broadband and workforce development. The Chicago Recovery Partnership Evaluation of ARRA analyzes the impact of the stimulus spending using a costbenefit analysis framework. This report evaluated$1.09 billion of total spending in Chicago and Cook County, resulting in net benefits ranging from -$173.9 to$2,740.2 million. The wide range in net benefits is attributed largely to education, which received over half of ARRA funding

Youth with Disabilities and the Workforce Investment Act of 1998

The purpose of this Policy Update is to present key aspects of the statutory language of Title I of WIA and describe its potential implications for youth with disabilities as they prepare for the transition from school to employment and adult life as described in Sections 126-129 of Chapter 4 Youth Activities