Effects of Tai Chi exercises on self-efficacy and psychological health

This review offers an update of the psychological effects of Tai Chi Chuan (TC) among different populations. A computerized literature research from 1990 to June 2006 was carried out. Studies were selected when they assessed the mental and psychological effects of TC practice among various populations. Data from 14 studies for a total of 829 subjects, age range from 12 to 96 years, were considered here. There were eight randomized controlled trials and six quasi-experimental or case control studies in this review. The intensity of TC varied from 30 min twice a week over a 5-week period to 1 h every day over an 8-week period. TC was characterized as a kind of light-to-moderate exercise and was found to enhance overall psychological well-being and to improve self-efficacy and mood. TC benefits appeared to be more tangible for adults and healthy older adults or those becoming frail. However, TC did not appear to be more efficient than exercises of the same intensity. Extensive and qualitative studies are needed to quantify the effects of the volume of practice, expert modeling, gender differences, and the age-related learning process on efficacy cognitions and mood in clinical and nonclinical contexts.     

Effects of at-work exercises on computer operators

At-work exercises are commonly recommended for computer operators. This randomized control trial assessed adherence, pain and satisfaction after 4 weeks of at-work exercise. Subjects (n=72) were randomized into 3 groups: resistance exercise, stretching, and control. Outcomes included a satisfaction survey, a visual analogue pain scale (VAS), a pain drawing, and the Neck Disability Index (NDI). The VAS, the drawing, and NDI were analyzed together as a composite variate referred to as Pain Impact. Exercise frequency was similar across the 3 groups (median=1.5 times per day). No differences were found between groups on Pain Impact p=0.714) or individual pain variables. Most satisfaction survey item scores did not differ between groups. However, a significant difference between groups on the survey item related to discomfort. The resistance and stretching group differed from the control group with regard to their perception that the exercises were helpful in reducing discomfort in the back and neck (p<0.001). We conclude that most subjects found the resistance and the stretching exercises easy to do, performed them 1 to 2 times daily, and said they reduced discomfort. To determine optimal type and frequency of at-work exercises, further study is needed.     

Effects of a peer-led AIDS intervention with university students

Acquired immune deficiency syndrome (AIDS) has become a major health threat to university students. This study evaluated a peer-led AIDS intervention program with university students (1) increase knowledge of human immunodeficiency virus (HIV) transmission and infection; (2) change attitudes to reflect scientific information on AIDS-related facts; and (3) change behavioral intentions to correspond with safer sexual practices. Subjects were students (N = 142) from four undergraduate classes and were predominantly female (65%), white (82%), and sexually active (86%). A non-equivalent control group design was used, with two classes receiving the intervention and two classes receiving no information. For the intervention, peer educators presented AIDS-related information, modeled ways to use condoms safely and ways to discuss condom use with sexual partners, and led discussions on HIV infection and use with sexual partners, and led discussions on HIV infection and AIDS, relationships, sexuality, and condom use. A questionnaire was administered to assess differential changes in AIDS-related knowledge, attitudes, and behavioral intentions between the intervention and control groups. The results showed significant improvements among intervention subjects on the knowledge, attitudes, and behavioral intentions scales compared with the control group.     

Effects of therapeutic intervention on self-concepts of children with learning disabilities

Change in self-concept of two groups of children with learning disabilities and one group of children without learning disabilities were examined using four subscales of the Multidimensional Self-Concept Scale. The experimental group (N=76; 54M; 22F) participated in a therapeutic intervention program focused on improving classroom behaviors and group interactions, while the comparison group (N=54; 38M; 16F) received no therapeutic intervention. The control group (N=20; 12M; 8F), composed of children without learning disabilities, also received no intervention. The results showed that therapeutic intervention significantly increased total self-concept, and the subscales of competency and affect. Results also show that selection for learning disabled classes is appropriate, and that self- concept interventions should be concentrated in these populations.Both authors were affiliated with Hanover College where Dr. Rawson is currently Acting Dean of Faculty at Franklin College.     

Effects of a sleep hygiene text message intervention on sleep in college students

Objective: To test the effectiveness of a text-message intervention to promote sleep hygiene to improve sleep in young adult college students. Participants: A convenience sample of undergraduate students from one Southwestern university (n = 96), 18–26 years old, recruited in August 2015. Methods: A 2-group pretest-posttest experimental design assigned participants to receive biweekly text messages about sleep hygiene or healthy behaviors for 6 weeks. Survey questions addressed sleep knowledge, sleep hygiene, self-efficacy for sleep hygiene, and sleep quality at baseline and posttest. Results: Though not significant, sleep quality, sleep hygiene, and sleep knowledge improved in both groups. Conclusions: Self-efficacy for sleep hygiene is a modifiable factor that may serve to improve sleep quality. Sleep quality improved in both groups. Text messaging is a feasible approach to delivering an intervention to promote healthy behaviors among young adults.     

Effects of therapeutic intervention on childhood depression

The effect of a short-term residential therapeutic intervention on childhood depression was investigated. Treatment subjects (N=99; 8 to 12 years old) were children with severe behavior problems and learning disabilities. These children were predominantly from broken homes, low socioeconomic backgrounds, and were considered culturally and socially deprived. Comparison subjects (N=27; 8 to 12 yearsold) were drawn from a traditional school setting as similar as possible to that of the treatment subjects. Pre and posttesting was conducted with the Reynolds Childhood Depression Scale. Specifically, it was hypothesized that depression levels of the treatment group would significantly decrease, while depression levels of the comparison subjects would not. Statistical results show substantial support for this hypothesis in that, in contrast with the comparison groups, the depression levels of the treatment subjects did in fact decrease significantly.     

Engaging substance-affected families in child welfare: parent perspectives of a parenting intervention at program initiation and completion

Families affected by substance abuse are at an increased risk of child welfare involvement and poor child welfare outcomes. One strategy to improve outcomes among these families is evidence-based parenting interventions. While these interventions show the potential for advancing the child welfare field, they have not been widely and rigorously evaluated with birth parents, especially those affected by substance abuse, who face marked vulnerability and marginalization. We sought to draw on parents’ expertise and to understand their first and changing impressions throughout involvement in a parenting intervention, as well as overall impressions at program completion. Semi-structured interviews were conducted with a purposive sample of 10 parents who were involved in child welfare and a family drug treatment court. All parents were affected by parental substance use and had recently completed the Strengthening Families Program. Interviews were transcribed verbatim and analyzed for prominent themes. The study’s findings showed that parents described four key themes that influenced their perspectives of the parenting intervention: program reputation as communicated by peers, relevance and applicability of the program, children’s involvement and enjoyment of the program, and program structure issues that pointed to the need for high-quality group facilitation. Implications for practice and research are discussed.     

Effects of a stage-based alcohol preventive intervention for inner-city youth

The purpose of this study was to examine first year outcomes of an alcohol preventive intervention within inner-city middle schools. Subjects consisted of 650 sixth grade students from one neighborhood inner-city school (n = 262) and one bused school (n = 388). At posttest, chi-square analyses showed that significantly fewer neighborhood intervention students initiated alcohol use, used alcohol during the past seven-day and thirty-day periods, drank heavily during the past thirty days, and drank over any period of time, compared to control students (p's < .05). Significant group x prior alcohol consequences interaction effects were found for bused students, showing those with past alcohol consequences who received the intervention had less intentions to use alcohol and less frequent use of alcohol (p's < .05). These results suggest that a brief, stage-based preventive intervention may result in significant reductions in alcohol initiation and consumption among some inner-city youth.     

Effects of a summer emergent literacy intervention for rising kindergarteners

This study examined the effectiveness of a nine-week summer emergent literacy program implemented in a Young Men's Christian Association (YMCA) summer program that serves families from low socioeconomic backgrounds. Participants were four- and five-year-old children attending a YMCA summer camp. After being placed in appropriate respective skill-level groups, children received one-hour, daily emergent literacy instruction from their camp counselors, who were trained as novice reading teachers. The teachers used emergent literacy activities to support letter-naming fluency and growth in letter-sound correspondence recognition in addition to mastery of read-aloud texts. The 28 participants experienced positive growth on both dependent measures (letter-naming fluency and letter-sound fluency), indicating the efficiency of the intervention as a tool for improving school readiness for children from low-income families. Additionally, the results suggest that beginning reading teachers may be able to conduct effective emergent literacy instruction, making the intervention replicable. Limitations and associated future research directions are discussed.     

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.     

Effects of a school readiness intervention for children in foster care on oppositional and aggressive behaviors in kindergarten

One hundred ninety-two children in foster care participated in a randomized efficacy trial of a school readiness intervention, the Kids In Transition to School (KITS) Program, designed to increase literacy, social, and self-regulation skills in children before kindergarten entry. One hundred two children were randomly assigned to the KITS intervention and 90 were randomly assigned to the foster care services as usual comparison group. At the end of the kindergarten year, teachers were asked to report on the children's oppositional and aggressive behaviors in the classroom. Controlling for gender, baseline levels of parent-reported oppositional and aggressive behaviors, and level of disruptiveness in the classroom, children who had received the intervention had significantly lower levels of oppositional and aggressive behaviors in the classroom. Findings suggest that an intervention designed to increase school readiness in children in foster care can have positive effects on kindergarten classroom behavior.     

The effect of a family-based intervention with a cognitive-behavioral approach on elder abuse

ABSTRACT

Elder abuse may become a health issue in developing countries, including Iran. The purpose of this investigation was to study the effectiveness of Family-Based Cognitive-Behavioral Social Work (FBCBSW) in reducing elder abuse. In a randomized clinical trial in Iran, 27 elders participated in intervention and control groups. The intervention groups received a five-session FBCBSW intervention and completed the Domestic-Elder-Abuse-Questionnaire (DEAQ), which evaluates elder abuse at baseline and follow-ups. Repeated measures of analysis of variance (ANOVA) and the Wilcoxon test were used to analyze the data. The repeated measures ANOVA revealed that FBCBSW was successful in reducing elder abuse. The Wilcoxon test indicated that emotional neglect, care neglect, financial neglect, curtailment of personal autonomy, psychological abuse, and financial abuse significantly decreased over time, but there was no statistically significant difference in physical abuse before and after the intervention. The findings from this study suggest that FBCBSW is a promising approach to reducing elder abuse and warrants further study with larger samples.     

Effects of a web-based pre-enrollment alcohol brief motivational intervention on college student retention and alcohol-related violations

Objective: To determine whether completing a pre-enrollment Web-based alcohol brief motivational intervention (BMI) increased student retention and reduced student alcohol-related violations. Participants: Fall 2011 (3,364) and Fall 2012 (3,111) entering cohorts of all first-year students at a midwestern state university. Method: Students completing the brief intervention (BI) were compared to students not completing the BI. Retention was tracked for four years for the 2011 cohort and three years for the 2012 cohort. Campus and community alcohol violations were tracked for two academic years following enrollment. Kaplan–Meier survival analysis and Cox regression were used to test retention survival. Logistic regression was used to test campus and community violations. Results: Students in both cohorts who completed the BI had significantly higher retention and significantly fewer alcohol-related violations than noncompleters. Conclusions: Population-level Web-based BIs help prevent student dropout and decrease alcohol-related violations, with impacts extending multiple years. Web-based BI is an efficacious population-level prevention tool.     

Selfobject intervention in brief treatment with patients inappropriate for traditional brief psychotherapy models

This article discusses brief psychodynamic intervention with patients who are likely not to benefit from a primarily verbal, insight-oriented or explorational treatment. The major models of brief psychodynamic psychotherapy and their range of effective applicability are discussed. The function of selfobjects throughout the life-cycle are explored. Interventions designed around these selfobject functions are presented for patients unlikely to benefit from a more traditional approach. These interventions are developed through a thorough assessment of the patient's difficulties and include the setting of time limits for treatment (i.e. both within sessions and for the treatment as a whole). Interventions specifically directed toward reestablishing effective selfobject functioning in the mirroring, idealizing and twinship/alterego spheres are also presented. Vignettes are used to illustrate such interventions.     

Effects of early support intervention on workplace ergonomics--a two-year followup study

The purpose of the controlled longitudinal study was to determine the effect of a tailored early support intervention method on workers' workplace ergonomics. The main areas of the early support intervention were training, guidance and support for supervisors in finding weak signals of impaired ergonomics. Supervisors were also trained to bring up these weak signals in discussion with employees and to make necessary changes at the workplace. The data consisted of 301 intervention subjects and 235 control subjects working in the field of commerce. The questionnaires were carried out in 2008 and in 2010, and the response rates among both groups were 45%. We used multivariate repeated measures analysis of variance (MANOVA) to test the difference in the groups at two points of time. The main result was that in the areas of work environment, the interaction between group and time was statistically significant (p=0.0004). The work environment improved in the intervention group, but deteriorated in the control. Working methods improved due to the interventions, but physical load factors increased over time in both groups. According to the study, tailored early support intervention has a generally beneficial impact on workers' workplace ergonomics in the areas of work methods, work environment and accident factors.     

A report of an intervention with staff in a hostel for people with learning difficulties

Abstract

This article is a report of a group designed to help staff in a hostel for people with learning difficulties. The group was led by the writer, who at that time was a clinical psychologist based at a local hospital and provided a service to clients and staff in a variety of situations. The group sessions are described, and the implications for leadership and contracting with the group briefly discussed     

Item-response-theory analysis of two scales for self-efficacy for exercise behavior in people with arthritis

Benefits of physical activity for those with arthritis are clear, yet physical activity is difficult to initiate and maintain. Self-efficacy is a key modifiable psychosocial determinant of physical activity. This study examined two scales for self-efficacy for exercise behavior (SEEB) to identify their strengths and weaknesses using item response theory (IRT) from community-based randomized controlled trials of physical activity programs in adults with arthritis. The 2 SEEB scales included the 9-item scale by Resnick developed with older adults and the 5-item scale by Marcus developed with employed adults. All IRT analyses were conducted using the graded-response model. IRT assumptions were assessed using both exploratory and confirmatory factor analysis. The IRT analyses indicated that these scales are precise and reliable measures for identifying people with arthritis and low SEEB. The Resnick SEEB scale is slightly more precise at lower levels of self-efficacy in older adults with arthritis.     

Development and validation of a condom self-efficacy scale for college students.

This study proposed to develop and validate a scale for the college population that measures self-efficacy in using condoms. The Condom Use Self-Efficacy Scale (CUSES) was derived from several sources and consisted of 28 items describing an individual's feelings of confidence about being able to purchase condoms, put them on and take them off, and negotiate their use with a new sexual partner. This scale was administered to a sample of 768 college students. It was found to possess adequate reliability (Cronbach's alpha = .91; test-retest correlation = .81) and correlated well with the Attitude Toward the Condom Scale (r = .51) and the Contraceptive Self-Efficacy Scale for women (r = .55). Our scale also correlated with a measure of intention to use condoms (r = .40) but was unrelated to a measure of social desirability. Students who differed on measures of previous condom use as well as on sexual intercourse experience also showed significant differences on this scale in the expected direction, indicating evidence of this scale's discriminant validity. The potential uses of this scale in a college population are discussed, along with the issues underlying condom usage self-efficacy.