427 - Psychoeducation Program for the Prevention of Older Adults´ Infantilization in Professionals working in Nursing Homes

IntroductionKayser-Jones (1981) described infantilization as one of the four most frequent types of violence in nursing homes. Older people perceive infantilization as disrespectful and patronizing. In professionals, it can lead to protective behaviors that reduce autonomy and generate more dependency. Despite the importance of this phenomenon, the interventions are scarce and show methodological limitations.ObjectiveThis study analyzed the efficacy of a psychoeducation program for the prevention of infantilization in professionals working in nursing homes. The sample included 154 direct-care workers. The experimental group (N=111) attended a psychoeducational group intervention program while the control group (N=43) did not attend any intervention program. We assessed the infantilized practices the professionals recognized they conducted and the ones observed in the institution before and after the intervention. The intervention lasted 6 hours and included four sessions distributed in two days. These sessions aimed to reduce negative stereotypes, preventing infantilized communication patterns and the use of behaviors or practices that are frequently used with children. We also offered professionals alternative practices that recognize autonomy, decision-making and respect older adults´ dignity and uniqueness. To analyze data, we conducted Repeated measures of ANOVA and one-way ANCOVAs.Results:The scores of infantilization in the experimental group significantly decreased from pre-intervention to post-intervention in the professional, F(1, 85) = 37.184, p = .01, partial η2 = .030, and in the institution, F(1, 84) = 32.128, p = .01, partial η2 = .277, while the control group did not show any changes. There was a statistically significant difference in post-intervention between the experimental and the control group when participants scored their infantilization practices, F(1, 115) = 5.175, p = .03, partial η2 = .043, and infantilization practices observed in the institution, F(1, 115) = 5.810, p = .018, partial η2 = .048.Conclusion:These results reflect the importance of developing interventions focused on preventing infantilization, methodologically rigorous, in which professionals´ training and education are considered key pieces to generate a culture of change. More research is needed to understand this problem in greater depth to develop programs that address this problem at different levels.Funding:This research was funded by the Spanish Ministry of Economy and Competitiveness (grant no. PSI2016-79803-R).

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Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

Journal of Education and Training Studies ◽

10.11114/jets.v6i10.3365 ◽

2018 ◽

Vol 6 (10) ◽

pp. 183

Author(s):

Serhat Üstündağ ◽

Gülsen Özcan

Keyword(s):

Secondary Schools ◽

Peer Relationships ◽

Repeated Measures ◽

Educational Games ◽

The Other ◽

Self Concept ◽

Control Group ◽

Spring Semester ◽

Significant Difference ◽

Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

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Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

International Journal of Service Management and Sustainability ◽

10.24191/ijsms.v6i1.12879 ◽

2021 ◽

Vol 6 (1) ◽

pp. 71

Author(s):

Fei Ha Chiew ◽

Clotilda Petrus ◽

Siti Zaidah Othman ◽

Joe Davylyn Nyuin ◽

Ung Hua Lau

Keyword(s):

Peer Tutoring ◽

Intervention Program ◽

Solid Mechanics ◽

Practical Significance ◽

Control Group ◽

Tutoring Program ◽

Significant Difference ◽

Group A ◽

And Control ◽

Experimental Group

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

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Mood Alterations in Older Adults following Acute Exercise

Perceptual and Motor Skills ◽

10.2466/pms.1994.79.1.191 ◽

1994 ◽

Vol 79 (1) ◽

pp. 191-194 ◽

Cited By ~ 24

Author(s):

Edgar F. Pierce ◽

Donald W. Pate

Keyword(s):

Older Adults ◽

Repeated Measures ◽

Acute Exercise ◽

Mood States ◽

Exercise Session ◽

Control Group ◽

Older Individuals ◽

Significant Difference ◽

Single Bout ◽

Affective Change

Limited research indicates positive affective change following acute bouts of exercise, but whether this improved affect among younger subjects may be generalized to older individuals is not known. The present study, then, examined the effects of a single bout of physical activity among older participants. 16 trained women ( Moge = 64.5 ± 7.6 yr.) completed an abbreviated Profile of Mood States prior to and immediately following a 75-min. session of aerobic line dancing. A series of one-way analyses of variance with repeated measures were used to examine differences between pre- and posttest subscores on mood states. Significant decreases following exercise in scores on Tension, Depression, Fatigue, and Anger and a significant increase in scores on Vigor relative to preexercise (control) scores were found. Global mood was significantly improved after the exercise session. No significant difference was found between pre- and postexercise measures of Confusion. Previous findings of significant improvements in affect immediately after an acute bout of exercise may be generalized to older adults. Repetition with a nonexercised control group is desirable.

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An Investigation of Limbs Exercise as a Treatment in Improving the Psychomotor Speed in Older Adults with Mild Cognitive Impairment

Brain Sciences ◽

10.3390/brainsci9100277 ◽

2019 ◽

Vol 9 (10) ◽

pp. 277 ◽

Cited By ~ 4

Author(s):

Jiang ◽

Chen ◽

Wang ◽

Liu

Keyword(s):

Older Adults ◽

Cognitive Impairment ◽

Mild Cognitive Impairment ◽

Repeated Measures ◽

Community Dwelling ◽

Control Group ◽

Psychomotor Speed ◽

Brain Functions ◽

Experimental Group ◽

Limb Exercise

Objectives: This study investigated the effects of therapeutic structured limb exercises intended to improve psychomotor speed in older adults with mild cognitive impairment (MCI). Methods: Forty-four patients with mild cognitive impairment who met the inclusion criteria were selected and assigned randomly to either an experimental group (22 patients) or a control group (22 patients). The numbers of participants were selected based on the calculated sample effect size (N = 38). The study involved a 10-week intervention, in which participants completed structured limb exercises during 60-min training sessions delivered three times per week. Forty-one subjects completed the experimental programme. Scores in the Finger Tapping Test (FTT), Purdue Pegboard Test (PPT) and Montreal Cognitive Assessment (MoCA), along with electroencephalography (EEG) data, were collected before, during and after the intervention. The experimental and control groups were compared using repeated measures analysis of variance. Results: The patients with MCI in the experimental group achieved significantly improved scores in the FTT, the PPT and all dimensions of the MoCA. Moreover, these patients exhibited significant increases in the alpha and beta EEG wave power values in all brain areas of MCI patients, indicating that limb exercise training positively influenced their brain functions. Conclusions: The results conclude that a structured therapeutic limb exercise intervention can effectively improve psychomotor speed in patients with MCI and mitigate declines in cognitive function. This training intervention appears to be effective as a treatment for community-dwelling patients with MCI.

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The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2013-0231 ◽

2014 ◽

Vol 36 (4) ◽

pp. 331-346 ◽

Cited By ~ 75

Author(s):

Sung Hyeon Cheon ◽

Johnmarshall Reeve ◽

Tae Ho Yu ◽

Hue Ryen Jang

Keyword(s):

Physical Education ◽

Repeated Measures ◽

Autonomy Support ◽

Intervention Program ◽

Longitudinal Research ◽

Autonomous Motivation ◽

Well Being ◽

Need Satisfaction ◽

Control Group ◽

Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

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Tai Chi Enhances Self-Efficacy and Exercise Behavior in Older Adults

Journal of Aging and Physical Activity ◽

10.1123/japa.9.2.161 ◽

2001 ◽

Vol 9 (2) ◽

pp. 161-171 ◽

Cited By ~ 40

Author(s):

Fuzhong Li ◽

Edward McAuley ◽

Peter Harmer ◽

Terry E. Duncan ◽

Nigel R. Chaumeton

Keyword(s):

Older Adults ◽

Self Efficacy ◽

Repeated Measures ◽

Intervention Program ◽

Tai Chi ◽

Controlled Trial ◽

Exercise Adherence ◽

Exercise Behavior ◽

Control Group ◽

Random Effects Models

The article describes a randomized, controlled trial conducted to examine the effects of a Tai Chi intervention program on perceptions of personal efficacy and exercise behavior in older adults. The sample comprised 94 low-active, healthy participants (mean age = 72.8 years. SD = 5.1) randomly assigned to either an experimental (Tai Chi) group or a wait-list control group. The study length was 6 months, with self-efficacy responses (barrier, performance efficacies) assessed at baseline, at Week 12, and at termination (Week 24) of the study. Exercise attendance was recorded as an outcome measure of exercise behavior. Random-effects models revealed that participants in the experimental group experienced significant improvements in self-efficacy over the course of the intervention. Subsequent repeated-measures ANOVA revealed that participants’ changes in efficacy were associated with higher levels of program attendance. The findings suggest that self-efficacy can be enhanced through Tai Chi and that the changes in self-efficacy are likely to improve exercise adherence.

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Supporting the Medication Adherence of Older Mexican Adults Through External Cues Provided With Ambient Displays: Feasibility Randomized Controlled Trial

JMIR mhealth and uhealth ◽

10.2196/14680 ◽

2020 ◽

Vol 8 (3) ◽

pp. e14680

Author(s):

Ernesto Zárate-Bravo ◽

Juan-Pablo García-Vázquez ◽

Engracia Torres-Cervantes ◽

Gisela Ponce ◽

Ángel G Andrade ◽

...

Keyword(s):

Older Adults ◽

Medication Adherence ◽

Treatment Group ◽

Repeated Measures ◽

Control Group ◽

Adherence Behavior ◽

Intervention Phase ◽

Ambient Displays ◽

Significant Difference ◽

External Cues

Background Problems with prospective memory, which refers to the ability to remember future intentions, cause deficits in basic and instrumental activities of daily living, such as taking medications. Older adults show minimal deficits when they rely on mostly preserved and relatively automatic associative retrieval processes. On the basis of this, we propose to provide external cues to support the automatic retrieval of an intended action, that is, to take medicines. To reach this end, we developed the Medication Ambient Display (MAD), a system that unobtrusively presents relevant information (unless it requires the users’ attention) and uses different abstract modalities to provide external cues that enable older adults to easily take their medications on time and be aware of their medication adherence. Objective This study aimed to assess the adoption and effect of external cues provided through ambient displays on medication adherence in older adults. Methods A total of 16 older adults, who took at least three medications and had mild cognitive impairment, participated in the study. We conducted a 12-week feasibility study in which we used a mixed methods approach to collect qualitative and quantitative evidence. The study included baseline, intervention, and postintervention phases. Half of the participants were randomly allocated to the treatment group (n=8), and the other half was assigned to the control group (n=8). During the study phases, research assistants measured medication adherence weekly through the pill counting technique. Results The treatment group improved their adherence behavior from 80.9% at baseline to 95.97% using the MAD in the intervention phase. This decreased to 76.71% in the postintervention phase when the MAD was no longer being used. Using a one-way repeated measures analysis of variance and a post hoc analysis using the Tukey honestly significant difference test, we identified a significant statistical difference between the preintervention and intervention phases (P=.02) and between the intervention and postintervention phases (P=.002). In addition, the medication adherence rate of the treatment group (95.97%) was greater than that of the control group (88.18%) during the intervention phase. Our qualitative results showed that the most useful cues were the auditory reminders, followed by the stylized representations of medication adherence. We also found that the MAD’s external cues not only improved older adults’ medication adherence but also mediated family caregivers’ involvement. Conclusions The findings of this study demonstrate that using ambient modalities for implementing external cues is useful for drawing the attention of older adults to remind them to take medications and to provide immediate awareness on adherence behavior. Trial Registration ClinicalTrials.gov NCT04289246; https://tinyurl.com/ufjcz97

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Proprioceptive Training to Improve Static and Dynamic Balance in Elderly

International Journal of Statistics in Medical Research ◽

10.6000/1929-6029.2021.10.18 ◽

2021 ◽

Vol 10 ◽

pp. 194-199

Author(s):

Giovanni Esposito ◽

Gaetano Altavilla ◽

Felice Di Domenico ◽

Sara Aliberti ◽

Tiziana D’Isanto ◽

...

Keyword(s):

Older Adults ◽

Fear Of Falling ◽

Dynamic Balance ◽

Step Test ◽

Control Group ◽

Static Balance ◽

Post Intervention ◽

Proprioceptive Training ◽

Risk Of Falls ◽

Experimental Group

Background: The risk of falls is a major cause of disability in older adults. A single fall, for the elderly, increases the risk of frequent falls and often causes an increased fear of falling again, which can become debilitating. Objectives: The purpose of the present study was to test the effects of 12 weeks of proprioceptive training on the static and dynamic balance of older adults who have experienced at least one fall without compromising consequences. Method: The sample consisted of older adults, aged 60 to 80 years, randomly divided into two groups: an experimental group, which followed a proprioceptive training protocol at a physiotherapy studio, and a control group, which did not observe any treatment. Static and dynamic balance assessment was performed pre-and post-intervention. The tests administered were the Berg Balance Test for the evaluation of static balance, and the Four-Square Step Test, for dynamic balance. A questionnaire to assess confidence and fear of falling was administered at the end of the protocol. Independent sample t-test was performed to analyze differences between groups and two-way ANOVA to test the null hypothesis of no change different over time between groups (interaction intervention × time). A Chi-Square was performed to analyze perceptions. Conclusions: The results showed that 12 weeks of proprioceptive training effectively improved dynamic and static balance in older adults. The perceptions of the experimental group were more positive than the other one, in terms of the importance of physical activity to prevent the risk of falls, fear of falling again, and experience of falls during the last 12 weeks.

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Improving Family Health Climate, Effect of Role Modeling and Maternal Support in Female Student

10.21203/rs.3.rs-1003031/v1 ◽

2021 ◽

Author(s):

Jeyran Ostovarfar ◽

Mohammad Hossein Kaveh ◽

Leila Ghahramani ◽

Masoud Karimi ◽

Abdolrahim Asadollahi ◽

...

Keyword(s):

Repeated Measures ◽

Family Health ◽

Role Modeling ◽

Female Students ◽

Control Group ◽

Maternal Support ◽

Climate Effect ◽

Healthy Behaviors ◽

Significant Difference ◽

Experimental Group

Abstract Introduction: Girls can use their mothers emotional, informational and behavioral support to perform healthy behaviors due to their constant access to their mothers. This study aimed to evaluate the effect of role modeling and maternal support in the family to improve healthy behaviors and perceived Family Health Climate (FHC) in female students.Methods: In this quasi-experimental study 261 female students (133 in intervention group and 128 in control group) and 223 mothers (109 intervention and 114 control) were selected, using cluster multi-stages sampling method and entered the study. Participants completed the FHC scale at three stages (Before intervention, immediately after the intervention and two month after intervention). A training programme which comprised 12 sessions for students and 6 sessions for their mothers using collaborative learning techniques and printed materials was conducted with the experimental group. Data were analyzed using SPSS20 via chi-square test, independent t-test, and Repeated Measures ANOVA at significance level of 0.05.Results: Before the intervention, there was no significant difference between demographic variables and the score of FHC scale in both groups (p<0.05). Immediately and two months after the intervention, the experimental group (female students and their mothers) showed a significant increase in dimensions of FHC including FHC-NU and FHC-PA (their subscales) compared to the control group (p<0.05).Conclusions: Educating and informing mothers about their role model defects for their children, especially girls, can make them more aware of health-oriented behaviors towards their children. Such findings reinforced the importance of focusing on actions to encourage a healthy lifestyle (healthy diet and physical activity) in students with a focus on role modeling and parental support, especially mothers.

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Effect of an intervention on teachers’ and teaching assistants’ attitudes and academic expectations concerning the educational inclusion of students with Down’s Syndrome

Revista CEFAC ◽

10.1590/1982-0216/20212368421 ◽

2021 ◽

Vol 23 (6) ◽

Author(s):

Valentina Mora-Castelletto ◽

María Magdalena Muñoz-Montes ◽

Francisca Pozo-Tapia ◽

Eduardo Fuentes-López ◽

Giorvan Ânderson dos Santos Alves ◽

...

Keyword(s):

Inclusive Education ◽

Teaching Assistants ◽

Positive Impact ◽

Down's Syndrome ◽

Down’S Syndrome ◽

Control Group ◽

Academic Expectations ◽

Post Intervention ◽

Significant Difference ◽

Experimental Group

ABSTRACT Purpose: to assess the effect of an intervention on educational teams’ attitudes and academic expectations concerning the inclusion of students with Down’s Syndrome (DS), in Chile. Methods: a quasi-experimental single-group study was carried out, with an interdisciplinary pilot intervention held comprising three workshops on inclusive education for teachers and teaching assistants. The Attitudes Towards and Academic Expectations For Down’s Syndrome Students questionnaire (CAEASD in Spanish) was used to assess these variables pre- and post-intervention. Results: 48 subjects participated in this study, with 37 in the experimental group and 11 in the control group. No significant differences were observed in the overall CAEASD score, neither before nor after the intervention (p=0.388). However, in the actions part of the attitude component, there was a significant difference in the experimental group (p<0.05), in which, the proportion of positive changes in the overall CAEASD score was also greater than that in the control group. Conclusion: mentoring had a positive impact on educational teams’ attitudes towards students with DS, helping to develop an inclusive educational community.

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