Effective Factors of Non-Adherence and Admission in Bipolar Disorder
Mohammad Ebrahimzadeh Mousavi,
Mercedeh Samiei,
Parvaneh Mohammad Khani,
Abbas Pourshahbaz,
Imaneh Abbasi,
Negin Ansari,
Sarah Aminoroaya
Issue:
Volume 7, Issue 6, December 2018
Pages:
97-103
Received:
28 October 2018
Accepted:
4 December 2018
Published:
28 December 2018
DOI:
10.11648/j.pbs.20180706.11
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Abstract: Bipolar disorder is a severe mental disorder that becomes chronic in about 40% of the cases and nearly 45% of the patients experience frequent relapses. The study population included all patients with bipolar disorder with a history of admission to psychiatric hospitals. Using a nonrandom sampling method, a total of 73 patients with bipolar I disorder were selected. The study data were collected using medical records, the Structured Clinical Interview (SCID), the Scale to Assess Unawareness in Mental Disorder (SUMD), the Drug Attitude Inventory-10 (DAI-10), the Liberman’s psycho-education protocol, and the checklist for patient’s adherence to behavioral and medication recommendations and the reasons for temporal or permanent stopping taking medications. It was found that female patients, patients with a high school degree or higher, and patients aged older than 30 years had better treatment adherence (p<0.01). Only 3.4% of participants had good treatment adherence. According to the results of Repeated measures ANOVA, participants in the experimental and control groups had significantly different post-test and follow-up scores on drug attitude, insight, and the reasons for stopping taking medication. We can conclude that the Liberman’s psycho-education protocol led to significant improvements in drug attitude, insight, and the reasons for stopping taking medication.
Abstract: Bipolar disorder is a severe mental disorder that becomes chronic in about 40% of the cases and nearly 45% of the patients experience frequent relapses. The study population included all patients with bipolar disorder with a history of admission to psychiatric hospitals. Using a nonrandom sampling method, a total of 73 patients with bipolar I disor...
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Behaviors of Teacher Leaders in the Classroom
Issue:
Volume 7, Issue 6, December 2018
Pages:
104-108
Received:
3 December 2018
Accepted:
14 December 2018
Published:
10 January 2019
DOI:
10.11648/j.pbs.20180706.12
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Abstract: Behaviors of teachers within the classroom should exhibit leadership skills along with effective teaching skills. These two skills sets should occur simultaneously in the behavior of teachers when they are teaching their students within the classroom. Research shows that effective teachers behavior is the most important factor contributing to students’ academic growth within the classrooms of schools serving the K-12 student populations. During the past two decades, there has been a significant increase in the scholarly research conducted on teacher leadership and it, potentially, affects the increase in student academic growth. However, most of this research on teacher leadership have focused on the role of teacher leadership outside the classroom. Currently, there are limited investigations that focuses on the effects on students’ academic growth when teachers’ leaders lead from within their classrooms. This study investigates the impact teacher leadership have on students’ academic growth as well on the teaching profession in general when teacher leaders lead from their classrooms. This study also investigates the importance of school administrators promoting and supporting teachers who lead from within their classroom.
Abstract: Behaviors of teachers within the classroom should exhibit leadership skills along with effective teaching skills. These two skills sets should occur simultaneously in the behavior of teachers when they are teaching their students within the classroom. Research shows that effective teachers behavior is the most important factor contributing to stude...
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