Emergence of social support networks among breast cancer survivors through a community-based physical activity program in Colombia

Physical activity (PA), social networks, and social support have been associated with decreased mortality and improved quality of life among breast cancer survivors (BCS). This study used social network analysis to understand the social co-benefits of a community-based PA program for BCS in Colombia. Two types of social support networks emerged from the program: friendship (the number of edges increased by 90 %) and PA support (35 % of participants practiced PA together after the program). Using egocentric and socio-centric analysis we show the presence of homophily for friendship and PA support relations and the BCS’s roles in their networks.     

Data entry workers perceptions and satisfaction response to the "stop and stretch" software program

Cumulative Trauma Disorder (CTD) is a collection of chronic musculoskeletal disorders caused by frequent, sustained, and repetitive movements, most notably by computer usage at the workplace. A computer based break reminder program (Stop and Stretch) has been developed and installed to prevent CTDs caused by prolonged computer usage at the workplace. We investigated users' opinions to the Stop and Stretch program at their work place. 19 computer users were recruited as the subjects of the study. We conducted a survey after all the subjects used the Stop and Stretch program for one month. Among the nineteen subjects, 52.5% or 10 noticed a difference of symptoms after using the program; 63.3% or 12 thought the program had positive effect on their productivity; 100% or all 19 thought the program was easy to follow; 100% or all 19 thought it was helpful; 94.7% or18 were satisfied with the program; and the same value would recommend the program to others. When grouped into those who had prior experience with using stretch and exercise as part of their work routine15 subjects had no prior experience; and 14 participants within that group were satisfied or very satisfied with the program; 93.3% or 14 would recommend it to co-workers; and over half of those 15 thought the program is easy to use. The study provided insight to the response to using "stretch break software" and provided indicators of satisfaction with the Stop and Stretch program and that the program had sufficient usability and acceptance within a workplace setting which might be applied in other work settings similar to these.     

“It's a gap in awareness”: Exploring service provision for LGBTQ2S survivors of intimate partner violence in Ontario,Canada

ABSTRACT

Intimate partner violence (IPV) is a prevalent issue in all relationship configurations, including lesbian, gay, bisexual, transgender, queer, and two-spirit (LGBTQ2S) relationships. While the experiences of LGBTQ2S IPV survivors are understood, there are issues, needs, and challenges associated with service provision for them. Semi-structured interviews were conducted with a sample (N = 10) of professionals (e.g., counselors, shelter managers, program directors) affiliated with organizations that provide services for IPV survivors in Ontario, Canada. Participants answered questions pertaining to the inclusion of LGBTQ2S IPV survivors into their existing services, and what service provision should look like. Data was analyzed using a thematic analysis to uncover themes that reflected participants' responses. The data was organized into recommendations for service provision at three different levels: direct service provision, organizational transformation, and underlying principles and values. Findings reveal suggestions for service providers to consider modifying their current organizations, to adequately include LGBTQ2S IPV survivors.     

Learning from survivors: mapping the past onto the present

This article presents findings from an exploratory study of the impact that one educational program had on public and private school participants from high schools on the west coast of the United States of America. Students interacted with Holocaust survivors and created cultural products in the form of short films relating to present-day events. Students transferred what they learned about the past into a message about the present. This article presents the educational impact that learning from survivors had on teenage students. I also argue that similar methods could be transferred, or exported, for use with a number of different, more local, ‘difficult history’ education initiatives.     

Increasing compliance with stretch breaks in computer users through reminder software

In order for a repetitive strain injury (RSI) prevention program to be effective, it is important to implement strategies to maintain a client's compliance with the program. This quantitative study explored the effectiveness of computer reminder software in increasing compliance with a stretching program designed to prevent RSI associated with prolonged computer use. Data were collected from a convenience sample of 26 participants who were instructed in a preventative stretching program and assigned to either a treatment group with the computer reminder software, or a control group without the software. To measure compliance, all participants recorded the number of times per day they stretched. Although a statistically significant difference was not found in the mean number of stretch breaks taken by the two groups (p = 0.09), further analysis suggested a type II error may have occurred. The effect size, d, revealed a large effect suggesting that the computer software had an impact on the frequency of stretch breaks, with the mean number of breaks per hour of work greater for the treatment group. Results strongly suggest that further research is warranted in this area.     

Effects of a participatory ergonomics intervention computer workshop for university students: a pilot intervention to prevent disability in tomorrow's workers

A participatory approach was used to create a computer ergonomics workshop for college students, incorporating an instructional systems design process and adult learning inquiry perspectives. The primary objective of this participatory ergonomic pilot intervention was to involve students throughout the training design process in solving computer workstation ergonomic problems and adopting healthy computing behaviors. Students' level of participation included becoming part of the training design team, a co-facilitator, or a student trainee. A second objective was to examine the translation of an industrial office ergonomics training program into a college computer ergonomics training program. The long term goal was to reduce upper extremity symptoms and disability. The program was piloted at one private university. The three student trainees significantly increased their knowledge of computer ergonomics from 69% of test items answered correctly pre-training to 82% post-training. Trainees were also successful in conducting computer ergonomic evaluations of students' computing work areas. They achieved 100% accuracy in identifying ergonomic problems and proposing solutions in five ergonomic workstation assessments in the field. This approach was successful in creating a sense of ownership among the student developers and facilitators as reflected in their self-reports during a post-intervention debriefing. The results of this pilot study justify formal controlled trials of this intervention in university students, who will become tomorrow's workers.     

Improving Perceived Control in Homeless Men by increasing Computer Literacy

Abstract

The purpose of this study was to determine whether a six-week computer literacy course would benefit a group of fourteen men participating in a residency program at a local homeless shelter. We hypothesized that computer literacy would increase self-esteem, perceived social support and control while decreasing depression. Measures of self-esteem, non-clinical depression, perceived social support, and perceived control were administered before and after the program. Results indicated that computer literacy increases perceived control. Perceptions of self-esteem also increased before and after the program.     

Design considerations for a theory-driven exergame-based rehabilitation program to improve walking of persons with stroke

Virtual rehabilitation approaches for promoting motor recovery has attracted considerable attention in recent years. It appears to be a useful tool to provide beneficial and motivational rehabilitation conditions. Following a stroke, hemiparesis is one of the most disabling impairments and, therefore, many affected people often show substantial deficits in walking abilities. Hence, one of the major goals of stroke rehabilitation is to improve patients' gait characteristics and hence to regain their highest possible level of walking ability. Because previous studies indicate a relationship between walking and balance ability, this article proposes a stroke rehabilitation program that targets balance impairments to improve walking in stroke survivors. Most currently, available stroke rehabilitation programs lack a theory-driven, feasible template consistent with widely accepted motor learning principles and theories in rehabilitation. To address this hiatus, we explore the potential of a set of virtual reality games specifically developed for stroke rehabilitation and ordered according to an established two-dimensional motor skill classification taxonomy. We argue that the ensuing “exergame”-based rehabilitation program warrants individually tailored balance progression in a learning environment that allows variable practice and hence optimizes the recovery of walking ability.     

Service Patterns of Adult Survivors of Childhood Versus Adult Sexual Assault/Abuse

This analysis compared the characteristics and service patterns of adult survivors of childhood sexual assault/abuse and adult survivors of adult sexual assault/abuse. Utilizing data from sexual assault crisis centers serving survivors in a Midwestern state over a six year period and controlling for revictimization, we describe and compare the demographic characteristics, referral sources, and service patterns of the two groups. Results indicate that paths into service differ for the two groups. Furthermore, adult survivors of childhood sexual assault/abuse obtain significantly more hours of service and service contacts on average than adult survivors of adult sexual assault/abuse. Implications for policy and practice are discussed.     

Social Constructions of Masculinity and Male Survivors of Wartime Sexual Violence: an Analytical Review

ABSTRACT

Male sexual violence has been reported in 25 armed conflicts in recent years. However, communities and organizations are not equipped to deal with male survivors of sexual violence because it undermines the ideals of social constructions of masculinity. Compared with females, male survivors lack access to reproductive health programs and are generally ignored in gender-based violence discourse. Yet, male survivors are known to suffer from numerous physical injuries and psychosocial disorders. In this review, we call for a move beyond the paradigm of female-only sexual violence victims and for programs that address both male and female survivors.     

THE "ALIENATED" PARTNER: RESPONSES TO TRADITIONAL THERAPIES FOR ADULT SEX ABUSE SURVIVORS

Childhood sexual abuse affects both survivors and partners; however, the common therapy modalities for survivors (individual and individual group therapy exclude their partners. In-depth interviews with the husbands of survivors were used to examine partner issues around the survivor's therapy. Several thems, both positive and negative, emerged from the qualitative analysis of the in-depth interviews. The authors suggest that therapists should consider integration conjoint couple therapy as an adjunct to, not a replacement for the traditional modalities of individual and individual group therapy for adult survivors.     

SASA! Together: An evolution of the SASA! approach to prevent violence against women

One in three women globally will experience intimate partner violence (IPV) with devastating consequences for individual survivors, their families and communities. While prevalence remains high, violence against women is not inevitable and community mobilization approaches have emerged as particularly promising for transforming the gender inequitable norms and practices that underlie violence. The SASA! Activist Kit to Prevent Violence Against Women (SASA!), developed by Raising Voices in 2008, provides a theory-based approach for mobilizing communities to transform power imbalances between women and men through critical discussion and positive action. In this article, we provide the rational for revising SASA! after ten years of program learning and formal research. We aim to contribute to the knowledge base around what works to prevent IPV by describing the core enhancements in the revised version--called SASA! Together—and linking these changes to Raising Voices’ program learning and broader advancements in the field. In addition, we reflect on how current debates—such as how best to “scale up” violence prevention programs—were considered and resolved in SASA! Together. The paper concludes by sharing lessons learned that may provide guidance for future revisions development and revisions of evidenced-based programs.     

Pleasure-Centered Educational Program: A Comprehensive Approach to Pleasure-Oriented Sexuality Education in Domestic Violence Shelters

ABSTRACT

Women in a domestic violence shelter in Georgia were recruited to participate in a series of comprehensive, sex-positive, educational workshops. The purpose of the series was to provide a place for survivors of domestic violence to discuss positive and negative aspects of their previous sexual experiences and to offer a forum in which all aspects of sexuality, including pleasurable sexuality, could be discussed. The focus of the program was to educate women in the group on a wide array of topics from negative sexual rights (e.g., the right to be protected from or ability to protect oneself from sexually transmitted infections) to positive sexual rights (e.g., the right to experience pleasure). The program was based on previous strengths-based educational formats and tools. Positive feedback from informants included the applicability, accessibility, and engaging format of the program. Women reported that this program was informative and structured in a way that safely encouraged open discussions among participants, as well as encouraged open dialogue with their children.     

Technology-Mediated versus Face-to-Face Intergenerational Programming

Abstract

Elderly computer novices received 1-on-1 e-mail training, which enabled them to communicate electronically with elementary school-aged pen-pals. A traditional intergenerational visiting program was conducted concurrently. Program evaluation revealed that the intergenerational visiting program was rated favorably by 88% of the participating seniors and the intergenerational e-mail program was rated favorably by 57% of the seniors. Yet, only 6 (out of 23) seniors expressed interest in continuing to e-mail their pen-pals beyond the program period. While technology may never take the place of human contact for some seniors, increased computer support as well as arranging for e-mail pen-pals to meet in person might help boost the popularity of this form of intergenerational communication.     

Latent Class Factor and Cluster Models, Bi-Plots, and Related Graphical Displays

We propose an alternative method of conducting exploratory latent class analysis that utilizes latent class factor models, and compare it to the more traditional approach based on latent class cluster models. We show that when formulated in terms of R mutually independent, dichotomous latent factors, the LC factor model has the same number of distinct parameters as an LC cluster model with R+1 clusters. Analyses over several data sets suggest that LC factor models typically fit data better and provide results that are easier to interpret than the corresponding LC cluster models. We also introduce a new graphical "bi-plot" display for LC factor models and compare it to similar plots used in correspondence analysis and to a barycentric coordinate display for LC cluster models. New results on identification of LC models are also presented. We conclude by describing various model extensions and an approach for eliminating boundary solutions in identified and unidentified LC models, which we have implemented in a new computer program.     

“As Far as They Knew I Came from France”: Stigma,Passing, and Not Speaking about the Holocaust

Today we recognize that storytelling plays an important role in helping survivors of traumatic episodes such as sexual abuse, military combat, or genocide refashion a sense of self and “work through” their traumatic experiences. But before the Holocaust was named and widely acknowledged and the diagnosis of post‐traumatic stress had emerged, survivors of Hitler's genocidal policies struggled to tell their stories in a world that did not particularly wish to hear them. While most accounts of Holocaust survivors’ postwar experiences focus on themes of redemption, adjustment, and integration, my analysis of interviews with Holocaust survivors suggests during their first two decades living in the United States they were often silenced by individuals they encountered. I use Goffman's analysis of stigma to document how and why this silencing occurred, and with what consequences, providing an account of the interactions survivors had with family members, neighbors and acquaintances, and the strategies of identity management that survivors devised.     

The ‘recidivist tongue’: embracing an embodied language of trauma

This article analyses selected excerpts from the writing of Antjie Krog and Yvonne Vera in order to theorise strategies for overcoming the disjuncture between the mind and the body that tends to result from violence. Both authors repeatedly return to the bodies of their characters and they insist that psychic and physical pain and trauma reside in the bodies of survivors as much as in their psyches. Acknowledging this corporeal reality of violence circumvents any opportunity to deny the totality of the impact that violence has on the lives of survivors. This has implications for survivors as well as for those who read or hear about violence. By developing an embodied language of violence and trauma, these authors offer new and more comprehensive ways of dealing with traumatic violations. When survivors reclaim their bodies, they are also able to utilise their bodies’ capacity for healing and comfort. When readers, and society at large, are unable to deny the harm that violence does to bodies, they are compelled to recognise the reality of survivors’ suffering. The article illustrates that the body can speak and that we ignore its voice at our peril.     

“A Message on Life to the Young”—Perceiving a Senior Volunteer Activity in Japan from an Intergenerational Perspective

Abstract

Intergenerational programming has gained more recognition in Japan in the last decade or so, as research and reports on the status and case studies of intergenerational programs become available since mid-1990s. This paper examines the case study of a volunteer narrative group called G-117 formed primarily by seniors who are survivors of the 1995 Hanshin-Awaji earthquake as an example of an emerging intergenerational program. The research was carried out mainly during fieldwork among senior volunteer groups in Kobe from late 2001 to early 2002, primarily through qualitative approaches of interviews and participant observation. I propose that besides observational research, a more in-depth engagement through ethnographic case study, although much less common in intergenerational program research, is also important in providing rich, contextualized understanding of the development of an intergenerational program, particularly in a cross-cultural setting.     

SCALING THE DIGITAL DIVIDE: HOME COMPUTER TECHNOLOGY AND STUDENT ACHIEVEMENT

Does differential access to computer technology at home compound the educational disparities between rich and poor? Would a program of government provision of computers to early secondary school students reduce these disparities? We use administrative data on North Carolina public school students to corroborate earlier surveys that document broad racial and socioeconomic gaps in home computer access and use. Using within‐student variation in home computer access, and across‐ZIP code variation in the timing of the introduction of high‐speed Internet service, we also demonstrate that the introduction of home computer technology is associated with modest, but statistically significant and persistent negative impacts on student math and reading test scores. Further evidence suggests that providing universal access to home computers and high‐speed Internet access would broaden, rather than narrow, math and reading achievement gaps. (JEL I2, J24)