Motivational Interviewing vs Case Management for Elder Abuse Intervention: A Comparison Study
Bibliographic record
Abstract
Abstract Elder abuse is a serious public health issue. Considerable efforts have been made to develop interventions to address this issue. This study compared the effectiveness of a 4-session motivational interviewing (MI) program and an 8-session case management (CM) program in reducing abuse severity, promoting physical and mental health, general self-efficacy, social support, and motivation to change. Baseline data was collected from 129 older adults screening positive for elder abuse in a community survey. Assessments were repeated at the end of the intervention for the 86 cases receiving MI intervention and 43 cases receiving case management, and at 3-month follow up for 20 cases in the MI group. No demographic difference was observed between cases assigned to MI and CM at baseline. Wilcoxon signed-rank tests were conducted to examine intervention outcomes by different time points. At post-test, the MI group demonstrated significant improvement in abuse severity, psychological distress, general self-efficacy, social support and motivation to change (p<.001). The CM group also showed improvement in these areas with the exception of general self-efficacy (p<.01). Significant difference was observed between MI and CM group in their improvement in general self-efficacy. Abuse severity and psychological distress continued to drop at 3-month post-intervention (p<.05). Abuse severity and psychological distress continued to decrease between post-intervention and 3 month-follow-up (p<.05). Our findings suggest that MI is a cost-effective intervention for reducing abuse severity and risk.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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".