Mapping the Content Structure of Online Diabetes Support Group Activity on Facebook

A support group activity for first year graduate students

The Proceedings of the Annual Convention of the Japanese Psychological Association ◽

10.4992/pacjpa.82.0_1ev-028 ◽

2018 ◽

Vol 82 (0) ◽

pp. 1EV-028-1EV-028

Author(s):

Zhengguo Huang ◽

Ikumi Ozawa ◽

Takahiro Ishida ◽

Yuka Noguchi ◽

Nozomi Kawasaki ◽

...

Keyword(s):

Graduate Students ◽

Support Group ◽

Group Activity ◽

First Year

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The Different Roles of Help-Seeking Personalities in Social Support Group Activity on E-Portfolio for Career Development

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v14i02.8718 ◽

2019 ◽

Vol 14 (02) ◽

pp. 124

Author(s):

Suthanit Wetcho ◽

Jaitip Na-Songkhla

Keyword(s):

Social Support ◽

Support Group ◽

Help Seeking ◽

Service Providers ◽

Group Activity ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Significant Difference ◽

Portfolio Development

Social Support plays a crucial role between recipients and service providers. It is a strong contributor in reducing the level of uncertainty in a situation, in both relationships with one’s own self, as well as relationships on other levels. It can also be used within a group activity system such as E-Portfolio development. One example of this being the support provided to learners who have reflected on their own experience during a period of transition. However, it is possible that some of the learners who participated in the social support group activity may not have been familiar with the community and may have acted differently, changing their help-seeking style within the group. This research used Activity theory as a tool to define the activity structure and aimed to focus on the working behavior among members of a social support group with different help-seeking personalities. The experiment also revealed the effects of E-portfolio development on self-efficacy skills in career-based decision-making, based on different help-seeking personalities using Pretest–Posttest Nonequivalent Control Group design. Upper secondary school students in Thailand were used as the population in the research. Participants in this study were also students under Royal patronage in grade 11 (n = 80) and there were students from each region of Thailand. These participants attended the guidance and preparation summer camp in collaboration with Chulalongkorn University. It is revealed by the findings that the statistically significant difference is at the level of .05 in Autonomous help-seeking learners and within the subgroup 3, which included Autonomous and Dependent help-seeking learners. The help-seeking personality working styles in the support group are discussed.

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P2-249: The impact of support group activity on the relationship between Alzheimer's patients and their caregivers: Reporting of change of misbehavior by caregivers

Alzheimer s & Dementia ◽

10.1016/j.jalz.2008.05.1324 ◽

2008 ◽

Vol 4 ◽

pp. T444-T445

Author(s):

Celeste Yap ◽

Amir K. Ahuja ◽

Aleksey Kretov ◽

Karen Shua-Haim ◽

Suhas Patel

Keyword(s):

Support Group ◽

Group Activity ◽

The Impact ◽

The Relationship

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Group Experiences and Individual Differences in Stuttering

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-19-00138 ◽

2019 ◽

Vol 62 (12) ◽

pp. 4335-4350 ◽

Cited By ~ 6

Author(s):

Seth E. Tichenor ◽

J. Scott Yaruss

Keyword(s):

Individual Differences ◽

Support Groups ◽

Support Group ◽

Affective States ◽

Life Outcomes ◽

Self Help ◽

Wide Range ◽

Group Experiences ◽

History Of ◽

Adults Who Stutter

Purpose This study explored group experiences and individual differences in the behaviors, thoughts, and feelings perceived by adults who stutter. Respondents' goals when speaking and prior participation in self-help/support groups were used to predict individual differences in reported behaviors, thoughts, and feelings. Method In this study, 502 adults who stutter completed a survey examining their behaviors, thoughts, and feelings in and around moments of stuttering. Data were analyzed to determine distributions of group and individual experiences. Results Speakers reported experiencing a wide range of both overt behaviors (e.g., repetitions) and covert behaviors (e.g., remaining silent, choosing not to speak). Having the goal of not stuttering when speaking was significantly associated with more covert behaviors and more negative cognitive and affective states, whereas a history of self-help/support group participation was significantly associated with a decreased probability of these behaviors and states. Conclusion Data from this survey suggest that participating in self-help/support groups and having a goal of communicating freely (as opposed to trying not to stutter) are associated with less negative life outcomes due to stuttering. Results further indicate that the behaviors, thoughts, and experiences most commonly reported by speakers may not be those that are most readily observed by listeners.

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Stuttering-Related Podcasts: Audio-Based Self-Help for People Who Stutter

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00014 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1131-1138

Author(s):

Lauren E. Dignazio ◽

Megan M. Kenny ◽

Erik X. Raj ◽

Kyle D. Pelkey

Keyword(s):

Support Groups ◽

Support Group ◽

Online Survey ◽

Multiple Choice ◽

Speech Language Pathologists ◽

Group Leaders ◽

Self Help ◽

Group Members

Purpose It is known that people who stutter (PWS) benefit from self-help experiences, such as attending support groups or conferences. However, limited research has been done to explore the listening of stuttering-related podcasts as a form of self-help for PWS. This study seeks to understand the reasons why PWS listen to stuttering-related podcasts and provide descriptions of their listening experiences. Method Thirty-three PWS who have listened to stuttering-related podcasts were recruited to participate in an online survey that included multiple-choice and open-ended questions. Responses were analyzed and grouped into descriptive themes. Results Participants reported listening to stuttering-related podcasts as a way to gain information and perspective. They also reported experiences that fit themes of empowerment and camaraderie, as a result of listening. Conclusions Stuttering-related podcasts seem to be a positive self-help tool for PWS. Stuttering support group leaders and/or speech-language pathologists may consider introducing their group members or clients who stutter to this type of audio-based self-help experience.

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