Healing from heterosexist experiences: A mixed method intervention study using expressive writing.

2021 ◽  
Author(s):  
Heidi M. Levitt ◽  
Kathleen M. Collins ◽  
Meredith R. Maroney ◽  
Tangela S. Roberts
Keyword(s):  
Mixed Method ◽  
Expressive Writing ◽  
Intervention Study

Healthy eating and sustainable nutrition through mindfulness? Mixed method results of a controlled intervention study

Appetite ◽  
2019 ◽  
Vol 141 ◽  
pp. 104325 ◽  
Author(s):  
Laura Sophie Stanszus ◽  
Pascal Frank ◽  
Sonja Maria Geiger
Keyword(s):  
Healthy Eating ◽  
Mixed Method ◽  
Intervention Study

scholarly journals Expressive Writing to Relieve Academic Stress at University Level

2021 ◽  
Vol 23 (2) ◽  
pp. 17-33
Author(s):  
Juanita Argudo
Keyword(s):  
Focus Groups ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Expressive Writing ◽  
Academic Stress ◽  
Mixed Method Study ◽  
University Level ◽  
The Impact ◽  
Positive Effect ◽  
Shed Light

This paper reports on a descriptive mixed-method study that aimed to identify the impact of expressive writing on relieving the academic stress of 157 undergraduate students at an Ecuadorian university. Data were gathered through two questionnaires and from focus groups. Results showed enduring relief of academic stress. Furthermore, they help to shed light on the need to study the impact of academic stress on university students and to look for different strategies that can alleviate it. These findings could help to understand students’ needs, as they have essential implications in teachers’ practices and, consequently, in students’ performance. In conclusion, expressive writing has a positive effect on helping to ease academic stress and overcome some difficulties caused by this issue.

scholarly journals Exploring Visualisation as a Strategy for Improving Year 4 & 5 Student Achievement on Mathematics Word Problems

2021 ◽  
Author(s):  
◽  
Raymond John Teahen
Keyword(s):  
Inner City ◽  
Mixed Method ◽  
Word Problems ◽  
Intervention Study ◽  
Study Data ◽  
Word Problem Solving ◽  
Correct Operation ◽  
Mathematics Word Problems ◽  
Problem Solving Process ◽  
Student Reflections

<p>Solving mathematics word problems is more difficult for many students than solving comparable number only problems. Given the wide use of word problems in class teaching and in assessments there is potential for students not to achieve to their full ability. This study aimed to investigate if students’ comprehension of mathematics word problems, their accuracy in choosing the correct operation, and the number of word problems solved correctly could be increased through using drawings and mental visualisation. This mixed method intervention study involved 10 Year 4 and 5 students in an inner city New Zealand school. Two separate interventions were used with different groups of five students identified as being at risk of low achievement in mathematics. Each group was involved in three intervention sessions to help with solving mathematics word problems. The first included instruction in creating drawings, and the second using mental visualisation. The study data included pre- and post-tests, verbal student reflections, and student drawings. Results showed that both groups made improvements during their interventions in the number of problems solved, the number of operations chosen correctly, and in their ability to identify and write the equation described in the word problems. Both groups also increased their achievement in number only problems. There were no significant differences between the results gained by students in the different interventions. The findings suggest that visualising word problems is an effective strategy for solving mathematics word problems and is an important step as a part of a mathematics word problem solving process. Implications for teachers include that creating representations is important for students’ understanding in mathematics and crucially, that creating both internal representations (visualisations) and external representations (drawings) can and needs to be taught for maximising achievement.</p>

A mixed-method intervention study on relational spirituality and humility among religious leaders.

2021 ◽  
Author(s):  
Peter J. Jankowski ◽  
Steven J. Sandage ◽  
Elizabeth G. Ruffing ◽  
Sarah A. Crabtree ◽  
Chance A. Bell ◽  
...  
Keyword(s):  
Mixed Method ◽  
Intervention Study ◽  
Religious Leaders ◽  
Relational Spirituality

scholarly journals Improved Usability of Pedestrian Environments After Dark for People with Vision Impairment: an Intervention Study

2020 ◽  
Vol 12 (3) ◽  
pp. 1096 ◽  
Author(s):  
Pimkamol Mattsson ◽  
Maria Johansson ◽  
Mai Almén ◽  
Thorbjörn Laike ◽  
Elizabeth Marcheschi ◽  
...  
Keyword(s):  
Mixed Method ◽  
Intervention Study ◽  
Lighting Design ◽  
Sustainable Cities ◽  
Structured Interviews ◽  
Impaired Vision ◽  
Lighting Systems ◽  
Led Lights ◽  
Method Analysis

Walking is an important transport mode for sustainable cities, but the usability of pedestrian environments for people with impaired vision is very limited after dark. This study compares the usability of a walkway, operationalized in terms of (i) the pedestrian’s ability to orient themselves and detect infrastructure elements, and (ii) the perceived quality of lighting in the environment (evaluated in terms of the perceived strength quality and perceived comfort quality). The study was performed in a city in southern Sweden, along a pedestrian route where observations and structured interviews had previously been conducted and after an intervention involving installing new lighting systems with LED lights. A mixed method analysis involving participants with impaired vision (N=14) showed that the intervention generally improved the walkway’s usability: observations indicated that the participants’ ability to orientate themselves and detect infrastructure elements increased, and the interviews showed that the intervention increased the perceived strength quality of the lighting along the walkway. However, the effects on the perceived comfort quality were unclear. It is therefore important to carefully evaluate new lighting systems to reduce the risk of creating an inappropriate lighting design that will limit walking after dark by people with impaired vision.

scholarly journals A structured expressive writing activity targeting body image-related distress among head and neck cancer survivors: who do we reach and what are the effects?

2021 ◽  
Author(s):  
Heleen C. Melissant ◽  
Femke Jansen ◽  
Simone E. J. Eerenstein ◽  
Pim Cuijpers ◽  
Birgit I. Lissenberg-Witte ◽  
...  
Keyword(s):  
Body Image ◽  
Head And Neck Cancer ◽  
Head And Neck ◽  
Neck Cancer ◽  
Expressive Writing ◽  
Intervention Study ◽  
Baseline Survey ◽  
Post Intervention ◽  
Self Compassion ◽  
Writing Activity

Abstract Purpose The aim of this pretest–posttest study was to investigate the reach and effects of My Changed Body (MyCB), an expressive writing activity based on self-compassion, among head and neck cancer (HNC) survivors. Methods This pilot study had a pretest–posttest design. HNC survivors received an invitation to complete a baseline survey on body image-related distress. At the end of the survey, HNC survivors were asked if they were interested in the intervention study. This entailed the writing activity and a survey 1 week and 1 month post-intervention. The reach was calculated by dividing the number of participants in the intervention study, by the number of (1) eligible HNC survivors and (2) those who filled in the baseline survey. Linear mixed models were used to analyze the effect on body image-related distress. Logistic regression analysis was used to investigate factors associated with the reach and reduced body image-related distress. MyCB was evaluated using study-specific questions. Results The reach of MyCB was 15–33% (depending on reference group) and was associated with lower education level, more social eating problems, and fewer wound healing problems. Among the 87 participants, 9 (10%) showed a clinically relevant improvement in body image-related distress. No significant effect on body image-related distress was found. Self-compassion improved significantly during follow-up until 1 month post-intervention (p=0.003). Users rated satisfaction with MyCB as 7.2/10. Conclusion MyCB does not significantly improve body image-related distress, but is likely to increase self-compassion, which sustains for at least 1 month.

scholarly journals Exploring Visualisation as a Strategy for Improving Year 4 & 5 Student Achievement on Mathematics Word Problems

2021 ◽  
Author(s):  
◽  
Raymond John Teahen
Keyword(s):  
Inner City ◽  
Mixed Method ◽  
Word Problems ◽  
Intervention Study ◽  
Study Data ◽  
Word Problem Solving ◽  
Correct Operation ◽  
Mathematics Word Problems ◽  
Problem Solving Process ◽  
Student Reflections

<p>Solving mathematics word problems is more difficult for many students than solving comparable number only problems. Given the wide use of word problems in class teaching and in assessments there is potential for students not to achieve to their full ability. This study aimed to investigate if students’ comprehension of mathematics word problems, their accuracy in choosing the correct operation, and the number of word problems solved correctly could be increased through using drawings and mental visualisation. This mixed method intervention study involved 10 Year 4 and 5 students in an inner city New Zealand school. Two separate interventions were used with different groups of five students identified as being at risk of low achievement in mathematics. Each group was involved in three intervention sessions to help with solving mathematics word problems. The first included instruction in creating drawings, and the second using mental visualisation. The study data included pre- and post-tests, verbal student reflections, and student drawings. Results showed that both groups made improvements during their interventions in the number of problems solved, the number of operations chosen correctly, and in their ability to identify and write the equation described in the word problems. Both groups also increased their achievement in number only problems. There were no significant differences between the results gained by students in the different interventions. The findings suggest that visualising word problems is an effective strategy for solving mathematics word problems and is an important step as a part of a mathematics word problem solving process. Implications for teachers include that creating representations is important for students’ understanding in mathematics and crucially, that creating both internal representations (visualisations) and external representations (drawings) can and needs to be taught for maximising achievement.</p>

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