A Program to Assist People with Severe Mental Illness in Formulating Realistic Life Goals. (Formulating Realistic Life Goals)
Bibliographic record
Abstract
The literature reveals that spiritual and hope-inspiring issues have recently received more emphasis in the area of psychiatric rehabilitation (Kehoe, 1999; Landeen, Pawlick, Woodside, Kirkpatrick, & Byrne, 2000; Russinova, 1999). Fine (1991) believed that hope helps an individual face adversity and maintain a positive sense of direction in life. Hope also helps contribute insight into the nature and meaning of an individual's life (American Occupational Therapy Association [AJOT], 1995). The mind-body-spirit reference of healing philosophies has been suggested since the time of Hippocrates (Christiansen, 1997). It is believed that man can bear great physical or spiritual hardship, but what cannot be beared is a sense of meaninglessness (Howard & Howard, 1997). The active, creative and reflective potential of a person is cut off when work becomes meaningless. Antonovsky's (1993) phenomenological research on sense of coherence showed that understanding, managing, and deriving a sense of meaning from one's life is a powerful factor to assist him/ her in coping with high levels of stress and adversity in life. It is a common belief among different cultures that instilling hope in life can restore the ability to cope with uncertainty and stress. A review by Spencer, Davidson, & White (1997) indicated several clinical approaches for helping individuals develop hope for the future. These approaches include goal setting, goal attainment, examination of change in an individual's occupational configurations over time, and qualitative interviews about life history. It was reported that rehabilitation professionals used purposeful activities to help individuals develop goals during the recovery process (Howard & Howard, 1997). A longitudinal study (Harding & Zahniser, 1994) demonstrated that people with serious mental illness can recover as evidenced by their successful employment and meaningful lives. A case study by Stern and Drummond (1991) illustrated that individuals with persistent schizophrenia changed from being `unwilling to be discharged' to `willing' when appropriate strategy was used. Steams (1998) measured the change in hope of 13 individuals with mental illness after receiving a three-month Lowa rehabilitation program. Significant differences in pre and post measures of the Herth Hope Scale were noted. To date, hospital-based treatment protocol to help individuals with mental illness in setting realistic life goals has been scant. Bauer & McBride (1996) developed a five-session psycho-educational program designed to help in-patients with affective disorder develop life goals, improve their social and occupational functioning and improve self-management skills. The program however, was not suitable for individuals with persistent schizophrenia as individuals with this disorder are usually detached from reality and have poorer prognosis than individuals with affective disorder. Structured protocol to assist the development of life goal for individuals with severe mental illness has rarely been documented. A clinical protocol (Goal Attainment Program, GAP) (Ng, 1999) was therefore designed and piloted to in-patients with severe mental illness in Hong Kong (a Special Administrative Region of China). This paper aims at describing the theoretical framework and reporting the findings of the pilot study regarding the effectiveness of the GAP. Framework of the Four-stage Cyclic Model of Goal Attainment The framework for planning the Goal Attainment Program was based on the Mezirow (1981) learning cycle (adult learning theory) and a planning model for change (Rantz and Miller, 1987). Mezirow's adult learning theory (1981) provides a framework to guide individual mentoring processes which was found useful in integrating Chinese scholars into Canadian culture (Morales-Mann & Higuchi, 1995). The adult learning theory was used as guideline for the program in this study because it emphasizes self-examination and relates one's experience to others. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".