scholarly journals Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone

2021 ◽  
Author(s):  
Jennifer E. Symonds ◽  
Seaneen Sloan ◽  
Michelle Kearns ◽  
Dympna Devine ◽  
Ciaran Sugrue ◽  
...  
Keyword(s):  
Pilot Study ◽  
Sierra Leone ◽  
Social Acceptance ◽  
Ecological Validity ◽  
Child And Adolescent ◽  
Study Data ◽  
Two Phase ◽  
Daily Lives ◽  
Domain Specific ◽  
Eudaimonic Wellbeing

AbstractThe study establishes the validity of a new measure of child and adolescent hedonic and eudaimonic wellbeing designed for international use and based on social evolutionary theory. The measure advances the fields of psychometrics and happiness studies by providing the first a-contextual assessment of both hedonic and eudaimonic wellbeing that is suitable for use with children and adolescents. The Child and Adolescent Personal and Social Assessment of Wellbeing contains a brief measure (8-items) of children’s global hedonia and eudaimonia, and domain specific measures (8-items each) of children’s wellbeing in relation to peers, teachers, and families. To develop the measure, we conducted a mixed methods investigation in rural Sierra Leone. We researched the ecological validity of the conceptual framework in a qualitative study of 40 participants (19 children and 21 adults) living in two communities. We developed the quantitative items through a two-phase pilot study of 200 children living in ten communities. We examined the psychometric properties of the measure in the pilot study data, and in a larger dataset generated with 2324 children living in 95 communities. The qualitative results showed that the participants experienced the framework components (e.g., social acceptance) in their daily lives, and that each component was intertwined with indigenous perspectives on child wellbeing. The quantitative results demonstrated that the measure had good dimensional, concurrent, and predictive validity.

scholarly journals MOKYMOSI NEGALIĄ TURINČIŲ PAAUGLIŲ SAVĘS VERTINIMAS IR SUVOKTA SOCIALINĖ PARAMA

Psichologija ◽  
2010 ◽  
Vol 41 ◽  
pp. 33-49
Author(s):  
Monika Skerytė-Kazlauskienė ◽  
Rasa Barkauskienė
Keyword(s):  
Social Support ◽  
Learning Disability ◽  
Social Acceptance ◽  
Perceived Social Support ◽  
Child And Adolescent ◽  
The Self ◽  
Self Perception ◽  
Emotional Life ◽  
Self Evaluation ◽  
Domain Specific

Straipsnyje analizuojama mokymosi negalią turinčių paauglių savęs vertinimas, suvoktos socialinės paramos kiekis ir svarba, siekiama nustatyti, ar savęs vertinimo ir socialinės paramos sąveikos pobūdis šioje grupėje yra savitas, palyginti su vidutiniškai besimokančių bendraamžių grupe. Tyrime dalyvavo 188 paaugliai (tiriamoji grupė – 95 paaugliai, kuriems nustatyta mokymosi negalia, palyginamoji – 93 vidutiniškai besimokantys bendraamžiai) iš Vilniaus mokyklų šeštų–septintų klasių. Mokiniai pildė Vaikų savęs suvokimo skalę (Self Perception Profile for Children; Harter, 1985) bei Vaikų ir paauglių socialinės paramos skalę (Child and Adolescent Social Support Scale; Malecki et al., 2000). Mokymosi negalią turintys paaugliai blogiau save vertino visose matuotose savęs vertinimo srityse – akademinės kompetencijos, socialinio priėmimo, elgesio ir bendrojo savęs vertinimo – palyginti su neturinčiais mokymosi negalios bendraamžiais, tačiau gaunamos socialinės paramos kiekio ir svarbos vertinimai grupėse nesiskyrė. Grupės išsiskyrė savęs vertinimo ir socialinei paramai teikiamos svarbos sąsajų pobūdžiu: tiriamojoje grupėje nustatytos tiesinės sąsajos tarp tėvų, mokytojų, bendraklasių socialinei paramai teikiamos svarbos ir savęs vertinimo, o palyginamojoje grupėje tokių sąsajų neaptikta. Mokymosi negalią turintys paaugliai, kurie gaunamai socialinei paramai teikė mažai svarbos, statistiškai reikšmingai blogiau save vertino, palyginti su mokymosi negalių neturinčiais bendraamžiais, taip pat teikiančiais mažai svarbos gaunamai socialinei paramai.Pagrindiniai žodžiai: mokymosi negalia, socialinė parama, savęs vertinimas, paaugliai.Adolescents with learning disabilities: Self-evaluation and social supportMonika Skerytė-Kazlauskienė, Rasa Barkauskienė SummaryAlthough learning disability (LD) has a primary impact on academic achievement, its relation to problematic social and emotional life of children and adolescents has been well recognised. In addition, attention has been paid to self-evaluation of schoolchildren with LD; however, the results of studies are contradictory and can be attributed to various factors. This paper seeks to shed light on the association between self-evaluation and perceived social support in adolescents with LD. We used the multidimensional model of Susan Harter (1999) for understanding and measuring the global and domain-specific self-evaluations. The goals of the current study were to assess relations of self-evaluation to the perceived frequency and importance of social support received from various significant sources – parents, teachers, classmates and close friends in two groups of adolescents, those with LD and their classmates with average academic achievements.The participants were 188 Lithuanian-speaking adolescents from sixth-seventh grades of Vilnius schools, mean age 12.5 years (SD = 0.7). Ninety-five schoolchildren (64 boys and 31 girls) diagnosed as learning-disabled and 93 schoolchildren (58 boys and 35 girls) comprised an age- and sex-matched comparison group from the same schools with average academic achievements. The participants were assessed on Self-Perception Profile for Children (Harter, 1985) and Child and Adolescent Social Support scales (Malecki et al., 2000).The results revealed that the LD group rated themselves worse than average-achieving students on all domain-specific self-evaluations scales: scholastic competence (t = –5.88, p < 0.001), social acceptance (t = –3.08, p < 0.01) , behavioural conduct competence (t = –2.36, p < 0.05) and global self-evaluation (t = –2.30, p < 0.05). Both groups equally perceived social support, its frequency and importance. There were significant associations between self-evaluations and the perception of social support in both groups. However, there were more significant relationships in the LD group, the perceived importance of social support being significantly related to various self-evaluations among adolescents with LD only (correlations for the LD group ranged from 0.24 to 0.40). The further ANCOVA analysis revealed that the self-evaluation of adolescents with LD, who perceived social support as unimportant, tended to be lower than the self-evaluations of adolescents without LD who disvalued the importance of social support.Key words: learning disability, social support, self-evaluation, adolescents.

Tampa Bay Integrated Science Pilot Study: data information management system (DIMS)

2001 ◽  
Author(s):  
Jimmy Johnston ◽  
Kimberly Yates ◽  
Pete Bourgeois ◽  
Diane Burdick ◽  
Jim Giattina ◽  
...  
Keyword(s):  
Pilot Study ◽  
Information Management ◽  
Management System ◽  
Information Management System ◽  
Study Data ◽  
Tampa Bay ◽  
Integrated Science

scholarly journals Defining the prevalence and symptom burden of those with self-reported severe chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME): a two-phase community pilot study in the North East of England

BMJ Open ◽  
2018 ◽  
Vol 8 (9) ◽  
pp. e020775 ◽  
Author(s):  
Victoria Jane Strassheim ◽  
Madison Sunnquist ◽  
Leonard A Jason ◽  
Julia L Newton
Keyword(s):  
Pilot Study ◽  
Chronic Fatigue Syndrome ◽  
Symptom Burden ◽  
Chronic Fatigue ◽  
Myalgic Encephalomyelitis ◽  
Phase 2 ◽  
Two Phase ◽  
Community Based Research ◽  
North East ◽  
Fatigue Syndrome

ObjectivesTo define the prevalence of severe chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME) and its clinical characteristics in a geographically defined area of Northern England. To understand the feasibility of a community-based research study in the severely affected CFS/ME group.DesignA two-phase clinical cohort study to pilot a series of investigations in participants own homes.SettingParticipants were community living from the area defined by the Northern clinical network of the UK.ParticipantsAdults with either a medical or a self-reported diagnosis of CFS/ME. Phase 1 involved the creation of a database. Phase 2: five participants were selected from database, dependent on their proximity to Newcastle.InterventionsThe De Paul fatigue questionnaire itemised symptoms of CFS/ME, the Barthel Functional Outcome Measure and demographic questions were collected via postal return. For phase 2, five participants were subsequently invited to participate in the pilot study.Results483 questionnaire packs were requested, 63 were returned in various stages of completion. 56 De Paul fatigue questionnaires were returned: all but 12 met one of the CFS/ME criteria, but 12 or 22% of individuals did not fulfil the Fukuda nor the Clinical Canadian Criteria CFS/ME diagnostic criteria but 6 of them indicated that their fatigue was related to other causes and they barely had any symptoms. The five pilot participants completed 60% of the planned visits.ConclusionsSeverely affected CFS/ME individuals are keen to participate in research, however, their symptom burden is great and quality of life is poor. These factors must be considered when planning research and methods of engaging with such a cohort.

Teaching Nonhandicapped Students about Individual Differences: A Pilot Study

1984 ◽  
Vol 9 (3) ◽  
pp. 196-206 ◽  
Author(s):  
William Stainback ◽  
Susan Stainback ◽  
Catherine Hatcher ◽  
Marlene Strathe ◽  
Harriet Healy
Keyword(s):  
Individual Differences ◽  
Pilot Study ◽  
Social Behavior ◽  
Social Interactions ◽  
Social Acceptance ◽  
Empirical Investigation ◽  
Group Setting ◽  
Direct Training ◽  
Behavior Development ◽  
The Social

The lack of social acceptance of handicapped students by their nonhandicapped peers has been cited as a major deterrent to the success of mainstreaming (Strain, 1982). While this problem has been recognized, there has been little empirical investigation of ways to deal with the social acceptance issue beyond direct training of the handicapped in appropriate social behavior development (Gresham 1981). The primary purpose of the present investigation was to examine the influence of training nonhandicapped students about individual differences on their social interactions with rejected handicapped students. The results of the investigation provide initial evidence that training nonhandicapped students about individual differences influences their social interactions with their rejected handicapped peers in a small group setting.

scholarly journals Individual and Needs-Based: The Platform-Model for Personnel Allocation in Child and Adolescent Psychiatry and Psychotherapy

2020 ◽  
pp. 1-10
Author(s):  
Michael G. Kölch ◽  
Marianne Klein ◽  
Veronika Knebusch ◽  
Arno Deister ◽  
Gereon Heuft ◽  
...  
Keyword(s):  
Pilot Study ◽  
Adolescent Psychiatry ◽  
Clinical Pathways ◽  
Methodological Approach ◽  
Psychiatric Inpatient ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Staffing Level ◽  
Case Vignettes ◽  
Personnel Allocation

Abstract. Objective: An initiative by scientific societies of psychiatry, child and adolescent psychiatry, psychosomatic medicine, and further associations established the Platform-Model for the development of a needs-based system for adequate personnel allocation in psychiatric inpatient and day clinic units. We present the development of the instrument and a pilot study to identify feasibility and limitations. Methods: The basis of the study was a threefold methodological approach. Paradigmatic case vignettes adequately reflecting symptomatology and circumstances were described and validated, working profiles were generated and validated, and a matrix representing different needs-based dimensions was developed. Through reference date surveys, patients were assigned to needs-based clusters and Psych-PV categories. The required treatment effort under consideration of guidelines or expert consensus was estimated in several rounds of expert panels (Delphi method). Results: The pilot study proves the feasibility of the Platform-Model. Methodological findings as well as limitations of the model were identified in order to further develop the Platform-Model. Conclusions: The Platform-Model cannot serve as a tool to describe clinical pathways, but it appears to be an adequate and practical tool for assessment of the required staffing level based on patient needs independent of diagnosis and setting.

scholarly journals Bootstrap Domain-Specific Sentiment Classifiers from Unlabeled Corpora

2018 ◽  
Vol 6 ◽  
pp. 269-285 ◽  
Author(s):  
Andrius Mudinas ◽  
Dell Zhang ◽  
Mark Levene
Keyword(s):  
Supervised Learning ◽  
Learning Algorithms ◽  
General Purpose ◽  
Machine Learning Algorithms ◽  
Sentiment Classification ◽  
Two Phase ◽  
Transductive Learning ◽  
Domain Specific ◽  
Sentiment Lexicon ◽  
Supervised Learning Algorithms

There is often the need to perform sentiment classification in a particular domain where no labeled document is available. Although we could make use of a general-purpose off-the-shelf sentiment classifier or a pre-built one for a different domain, the effectiveness would be inferior. In this paper, we explore the possibility of building domain-specific sentiment classifiers with unlabeled documents only. Our investigation indicates that in the word embeddings learned from the unlabeled corpus of a given domain, the distributed word representations (vectors) for opposite sentiments form distinct clusters, though those clusters are not transferable across domains. Exploiting such a clustering structure, we are able to utilize machine learning algorithms to induce a quality domain-specific sentiment lexicon from just a few typical sentiment words (“seeds”). An important finding is that simple linear model based supervised learning algorithms (such as linear SVM) can actually work better than more sophisticated semi-supervised/transductive learning algorithms which represent the state-of-the-art technique for sentiment lexicon induction. The induced lexicon could be applied directly in a lexicon-based method for sentiment classification, but a higher performance could be achieved through a two-phase bootstrapping method which uses the induced lexicon to assign positive/negative sentiment scores to unlabeled documents first, a nd t hen u ses those documents found to have clear sentiment signals as pseudo-labeled examples to train a document sentiment classifier v ia supervised learning algorithms (such as LSTM). On several benchmark datasets for document sentiment classification, our end-to-end pipelined approach which is overall unsupervised (except for a tiny set of seed words) outperforms existing unsupervised approaches and achieves an accuracy comparable to that of fully supervised approaches.

scholarly journals Visual Design and Anthropomorphism in a Mobile Pulmonary Rehabilitation Support Intervention

2021 ◽  
Author(s):  
Cindy Chong ◽  
Danielle Lottridge ◽  
Jim Warren ◽  
Rosie Dobson
Keyword(s):  
Pilot Study ◽  
Pulmonary Rehabilitation ◽  
Symptom Control ◽  
Exercise Program ◽  
Smartphone Application ◽  
Study Data ◽  
Text Messages ◽  
Chronic Obstructive ◽  
Obstructive Pulmonary Disease ◽  
Improve Symptom

Pulmonary rehabilitation is a behavioral intervention that can improve symptom control and quality of life for patients with chronic obstructive pulmonary disease (COPD), but access, uptake and adherence are problematic. Our team has pursued the development of a mobile phone-based intervention (mobile pulmonary rehabilitation, mPR) with iterative design and a pilot study. The mPR intervention is delivered through two technologies: text messages (SMS) and a smartphone application. Our user-centered design analysis of pilot study data led to several insights. First, patients’ replies to the SMS suggested that messages were anthropomorphised and provided social support. Second, the smartphone application could help patients by clearly visualizing the exercise program, alternative exercises, and progress to date. We demonstrate the design iterations made to meet these requirements and we present feedback obtained from experts and from four COPD patients. We discuss implications for the design of mobile pulmonary rehabilitation interventions.

scholarly journals [Student Acceptance of Course Curriculum Implementation of Islamic Basic Principles (Ctu 101) at Uitm] Penerimaan Pelajar Terhadap Pelaksanaan Kurikulum Kursus Prinsip-Prinsip Asas Islam (Ctu 101) di Uitm

2015 ◽  
Vol 9 ◽  
pp. 20-33
Author(s):  
Rubiah Abu Bakar ◽  
Abdul Manam Mohamad
Keyword(s):  
Pilot Study ◽  
Basic Principle ◽  
Curriculum Implementation ◽  
Study Data ◽  
Descriptive Statistics ◽  
Survey Study ◽  
Basic Principles ◽  
Significant Relationships ◽  
Institute Of Technology ◽  
The Relationship

This study aims to analyze the acceptance of students towards the implementation of the Basic Principles of Islam (CTU 101) course curriculum which is one of the Islamic Study Courses in UiTM (MARA Institute of Technology). The focus of this study is to investigate the level and relationship between students’ acceptance in terms of content, teaching and evaluation. This survey study involved 300 students who were randomly chosen and a set of questionnaires was utilized as the instrument of study. A pilot study was conducted among 30 students to determine the reliability of instrument used by using Alpha Cronbach with value 0.960, and value 0.964. A set of questionnaire consists of part A (demography background of participants) and part B, C, D and E (questions of variables) was used to collect data for this study. Data were analyzed by using Software SPSS version 17.0 (Statistic Packages For Sosial Science) and reported by using of descriptive statistics of min, percentage and median, and also by making inferences to analyzed the relationship among the variables. The findings of study show that participants positively accepted CTU 101 course with content min average of content 4.1733 (high), teaching 4.0693 (high) and evaluation 3.9996 (high). Besides that, correlation Pearson analysis was used to analyzed the relationship among the variables and for this study, it was found that significant relationship between the acceptance of participants with the content, teaching and evaluation aspect of CTU 101 course.  The high score of each aspect or variable and the significant relationships show that students positively accepted the course. However, a few aspects of the course should be given attention and a few improvements should be done in order to give students good perception towards Islamic Study Course.   Keyword: Acceptance, student, Basic Principle of Islam (CTU 101).

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