Effective Self-Management Strategies

2020 ◽  
Author(s):  
Lisa A. Rafferty ◽  
Kristie Asaro-Saddler
Keyword(s):  
Classroom Environment ◽  
Management Strategies ◽  
School Setting ◽  
Teacher Involvement ◽  
Self Management ◽  
Inclusive Classroom ◽  
Management Skills ◽  
Small Set ◽  
Different Characteristics ◽  
The Impact

There are many benefits to developing self-management skills in children, especially in inclusive classroom environments; individuals with effective self-management skills who work as part of a larger team can improve not only their own overall performance but also that of the group as a whole—inside and outside of the school setting. Teaching students self-management strategies can free teacher time to focus on other essential tasks, which is especially important when working in a classroom environment with children with a variety of learning strengths and needs. Moreover, such strategies can be used to increase students’ opportunities to practice and respond to knowledge and academic skills in the curriculum, as well as support their behavioral needs. Although there are many benefits to developing self-management skills, students with and at risk of disabilities often need explicit instruction to learn about and implement specific strategies to help develop these skills. Fortunately, teaching just a small set of strategies can have wide-ranging benefits and help students regulate many behaviors; additionally, research results suggest that people with a variety of learning strengths and needs can learn to implement and benefit from being taught self-management strategies. Therefore, it seems worthwhile to focus on such skills. Despite these encouraging benefits, however, there are still several areas within self-management research that need to be further explored and discussed. For instance, identifying the appropriate level of teacher involvement in teaching these strategies, determining the potential differential effects of various self-management strategies on the behaviors of students embodying different characteristics, and the potential structural variability and the impact on student outcomes all require further investigation. Given these unresolved questions in the field, it is unclear as to how such variables impact students’ mastery and generalization of self-management strategies. This is especially important since it has been argued that self-management is the most significant goal of education; individuals who can effectively self-manage contribute to society in impactful and meaningful ways.

Befriending Anxiety to Reach Potential: Strategies to Empower Our Gifted Youth

2018 ◽  
Vol 41 (4) ◽  
pp. 186-195 ◽  
Author(s):  
Amy H. Gaesser
Keyword(s):  
Learning Process ◽  
Classroom Environment ◽  
Management Strategies ◽  
Gifted Students ◽  
Management Skills ◽  
Anxiety Management ◽  
Management Intervention ◽  
Emotional Freedom Techniques ◽  
Gifted Youth ◽  
Evidenced Based

Gifted students can encounter anxiety-provoking stressors throughout their day. Developing effective anxiety management skills allows them to better navigate these challenges. Concepts from neuroscience help us better understand responses to anxiety and can assist gifted youth and those working with them in recognizing how and when to best apply anxiety management strategies. This article reviews these concepts and integrating them into the classroom environment to assist with this learning process. In addition, it examines an evidenced-based anxiety management intervention that has been found to be efficacious for gifted youth, Emotional Freedom Techniques (EFT). Results of recent EFT research are reviewed and the steps to learning EFT are outlined.

scholarly journals Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

2017 ◽  
Vol 19 (1) ◽  
pp. 29 ◽  
Author(s):  
Diego Muñoz Campos
Keyword(s):  
English Language ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Self Management ◽  
Learning Activity ◽  
Cultural Issues ◽  
Management Skills ◽  
Research Knowledge ◽  
The Impact

The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

A qualitative investigation of the impact of asthma and self-management strategies among older adults

2016 ◽  
Vol 54 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Rachel O'Conor ◽  
Melissa Martynenko ◽  
Monica Gagnon ◽  
Diane Hauser ◽  
Edwin Young ◽  
...  
Keyword(s):  
Older Adults ◽  
Management Strategies ◽  
Self Management ◽  
Qualitative Investigation ◽  
The Impact

Teaching Self-Management Skills to Learning Disabled Adolescents

1989 ◽  
Vol 12 (4) ◽  
pp. 275-287 ◽  
Author(s):  
Edward S. Shapiro
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Training Program ◽  
Management Training ◽  
Learning Disabled ◽  
School To Work ◽  
Work Environments ◽  
Self Management ◽  
Management Skills ◽  
The Impact

Learning disabled adolescents often display deficiencies in problem-solving and interpersonal social skills. These deficiencies tend to pose particular difficulties for successful transitions from the school to work environments. The present 3-year study investigated the impact of a self-management training program for LD adolescents ( N = 67 across all three years) who were attending a vocational-technical school. The study specifically examined changes in subjects' problem-solving and job-related social skills. Results showed significant and substantial improvements in LD students who received the self-management training program compared to both LD and non-learning disabled students who were not trained. Implications for enhancing the curriculum for LD adolescents as well as the potential limitations of the findings are discussed.

Adolescent Transitions in Self-Management Strategies and Young Adult Alcohol Use

2021 ◽  
Vol 44 (1) ◽  
pp. 25-41 ◽  
Author(s):  
Kenneth W. Griffin ◽  
Lawrence M. Scheier ◽  
Martin Komarc ◽  
Gilbert J. Botvin
Keyword(s):  
Young Adult ◽  
Alcohol Use ◽  
Latent Class ◽  
Self Regulation ◽  
Management Strategies ◽  
Drug Prevention ◽  
Self Management ◽  
Control Group ◽  
Management Skills ◽  
Class Membership

Individuals use a variety of strategies to manage their thoughts, emotions, and behaviors across the lifespan. In this study, we used latent class analysis to derive distinct subtypes of self-management skills in early adolescence and latent transition analysis to examine whether movement between different classes was associated with later young adult alcohol use. Assessments of behavioral self-control, affective self-regulation, and cognitive self-reinforcement were obtained in the seventh and 10th grades from students participating in two independent drug prevention trials (control group participants only, N = 3,939). Assessment of alcohol use was obtained when participants were young adults (23–26). A model distinguishing four subtypes of self-management skills fit best for both the seventh and 10th grades. While findings indicated modest stability in class structure over time, maintaining class membership characterized by high cognitive self-reinforcement and high affective self-regulation was consistently protective in terms of young adult alcohol use relative to movement from this to other classes. Transitions in class membership involving an expansion of self-management strategies were protective and associated with lower levels of young adult alcohol use and transitions involving a contraction of self-management strategies associated with higher young adult alcohol use. This study illustrates the important use of person-centered techniques to exemplify how typologies of self-management during adolescence can play a protective role in young adult alcohol use.

scholarly journals Evaluation of Self-Management Support Functions in Apps for People With Persistent Pain: Systematic Review (Preprint)

2018 ◽  
Author(s):  
Hemakumar Devan ◽  
Devin Farmery ◽  
Lucy Peebles ◽  
Rebecca Grainger
Keyword(s):  
Pain Management ◽  
Rating Scale ◽  
Mobile Apps ◽  
Management Strategies ◽  
Persistent Pain ◽  
Self Management ◽  
Management Support ◽  
Smartphone Apps ◽  
Management Skills ◽  
Pain Diary

BACKGROUND Smartphone apps are a potential mechanism for development of self-management skills in people with persistent pain. However, the inclusion of best-practice content items in available pain management apps fostering core self-management skills for self-management support is not known. OBJECTIVE The aim of the study was to evaluate the contents of smartphone apps providing information on pain management strategies for people with persistent pain facilitating self-management support and to appraise the app quality. METHODS A systematic search was performed in the New Zealand App Store and Google Play Store. Apps were included if they were designed for people with persistent pain, provided information on pain self-management strategies, and were available in English. App contents were evaluated using an a priori 14-item self-management support (SMS-14) checklist. App quality was assessed using the 23-item Mobile Apps Rating Scale. RESULTS Of the 939 apps screened, 19 apps met the inclusion criteria. Meditation and guided relaxation were the most frequently included self-management strategies. Overall, the included apps met a median of 4 (range 1-8) of the SMS-14 checklist. A total of 3 apps (Curable, PainScale-Pain Diary and Coach, and SuperBetter) met the largest number of items (8 out of 14) to foster self-management of pain. Self-monitoring of symptoms (n=11) and self-tailoring of strategies (n=9) were frequently featured functions, whereas a few apps had features facilitating social support and enabling communicating with clinicians. No apps provided information tailored to the cultural needs of the user. The app quality mean scores using Mobile Apps Rating Scale ranged from 2.7 to 4.5 (out of 5.0). Although use of 2 apps (Headspace and SuperBetter) has been shown to improve health outcomes, none of the included apps have been evaluated in people with persistent pain. CONCLUSIONS Of the 3 apps (Curable, PainScale-Pain Diary and Coach, and SuperBetter) that met the largest number of items to support skills in self-management of pain, 2 apps (PainScale-Pain Diary and Coach and SuperBetter) were free, suggesting the potential for using apps as a scalable, wide-reaching intervention to complement face-to-face care. However, none provided culturally tailored information. Although 2 apps (Headspace and SuperBetter) were validated to show improved health outcomes, none were tested in people with persistent pain. Both users and clinicians should be aware of such limitations and make informed choices in using or recommending apps as a self-management tool. For better integration of apps in clinical practice, concerted efforts are required among app developers, clinicians, and people with persistent pain in developing apps and evaluating for clinical efficacy.

scholarly journals Shift to Virtual Self-Management Programs During COVID-19: Ensuring Access and Efficacy for Older Adults

2021 ◽  
Vol 9 ◽  
Author(s):  
Pamela Sanchez-Villagomez ◽  
Claudia Zurlini ◽  
Maggie Wimmer ◽  
Linda Roberts ◽  
Bertilia Trieu ◽  
...  
Keyword(s):  
Older Adults ◽  
Healthcare Services ◽  
Self Management ◽  
Daily Routine ◽  
Management Skills ◽  
Physically Active ◽  
Virtual Self ◽  
Significant Difference ◽  
The Face ◽  
The Impact

Background: The COVID-19 pandemic resulted in significant uncertainty and disruption to many aspects of daily living, including physical activity, socialization opportunities, and access to healthcare services. Under these conditions, at-risk older adults are even more likely to be inactive and isolated, leading to potential exacerbation of musculoskeletal and chronic conditions and emotional distress. This case study provides an overview of our experience and best practices developed during our shift from onsite programming to virtual.Methodology: HSS utilized varied online approaches, including phone/video conference classes, webinars, on-demand videos and email campaigns to successfully transition programs. Due to this shift, HSS changed its evaluation to an online approach, using a mixed method to adequately assess the impact of programs.Results: Between April and August 2020, our virtual programs reached 428,766 participants, resulting in a 10,807% increase in program reach. Most participants assessed were 60 years or older (72%) and reported knowledge (85%) and self-management skills (83%) gained as well as high program satisfaction (90%). Analyses of program data did not show any statistical significant difference in self-reported health outcomes. However, qualitative results showed virtual programming helped to foster social connectivity during COVID-19, helped to build a daily routine, and positively impacted mental and physical health.Conclusion: Shifting to virtual programming in the face of the pandemic enabled us to deliver effective programs affording our community the opportunity to stay physically active and socially connected despite the quarantine orders.

The impact of practical aspects of communication and thinking skills formation on improving self-management skills in university students

2020 ◽  
Vol 22 (8) ◽  
pp. 40-74
Author(s):  
D. S. Mahdy ◽  
H. S. Zaghloul
Keyword(s):  
Thinking Skills ◽  
Female Students ◽  
Self Management ◽  
Management Skills ◽  
Male And Female ◽  
Northern Border ◽  
Self Development ◽  
The World ◽  
Training Programmes ◽  
The Impact

Introduction. The universities around the world attach great importance to acquiring self-management skills for students while training at the university. Recent studies have proven that these skills have a major role in the development of human personality and academic competencies. Communication and thinking skills are considered to be one of the most important skills that have become taught and have been included in the curricula in almost all Saudi universities. This process involves both theoretical and practical aspects, aiming to provide the student with the necessary knowledge to deal with the other, to use new technologies, to be able to think positively, and to solve problems.The aim of the present research is to assess the impact of communication and thinking skills formation on the development of self-management skills among male and female students of the preparatory year in Northern Border University (Arar, Saudi Arabia).Methodology and research methods. In the course of the research, the survey method was applied. The survey received responses from 400 students of eight faculties from the Northern Border University (200 male and 200 female students). To draw comparisons between male and female students’ perspectives, the Student’s t-test was used. The research hypotheses were validated, and the obtained data were statistically processed.Results. The survey results indicate that there is a substantial difference in male and female student perspectives regarding the impact of communication and thinking skills. It was found out that male students had a much more positive perspective while considering its impact on self-development, on the development of successful social circles, and the ability to teamwork. On the other hand, according to the female students, the development of communication and thinking skills has a positive impact on problem-solving ability, mental ability, intellectual development, creative thinking, and practical life application or life realism of students.Scientific novelty. The present study confirms the importance of the implication of academic programmes aimed at students’ self-development; as such training programmes allow students to cope with the challenges of the era of technology and remote communication. In addition to training programmes directed to positive thinking in the light of the challenges facing the world such as terrorism, extremist ideology, and racism, this study comes as an important step towards enhancing self-development skills in the field of communication and human reasoning for undergraduate students.Practical significance. The authors formulated the recommendations to reform the system of particular educational services, to improve their quality due to the fastest, synchronous implementation of technological innovations and modern equipment, and to support teachers’ competencies at the proper level. The importance of media education development actualises the creation of academic programmes at universities for the training of qualified teachers in the field of specific education, especially for countries, which do not have the same experience of training, since media education is becoming compulsory in the contemporary world, increasingly affecting the formation of individuals, culture, and society. Several proposals have been made to promote further research in this direction.

Patients’, carers’ and providers’ experiences and requirements for support in self-management of multiple sclerosis: a qualitative study

2013 ◽  
Vol 1 (2) ◽  
pp. 457 ◽  
Author(s):  
Francesca Deibel ◽  
Michelle Edwards ◽  
Adrian Edwards
Keyword(s):  
Multiple Sclerosis ◽  
Qualitative Study ◽  
Focus Groups ◽  
Management Strategies ◽  
Strong Relationship ◽  
Information Provision ◽  
Self Management ◽  
Management Skills ◽  
Long Term Conditions ◽  
Management Interventions

Background: Self-management is a process increasingly promoted for the management of long term conditions, both for ethical reasons of enhancing autonomy and for likely cost-effectiveness, but the nature and scope of self-management strategies are currently highly variable.Objective: To identify patients’, carers’ and clinicians’ current experiences of self-management in multiple sclerosis (MS) and their recommendations for the development of a future MS-specific self-management interventionMethods: Qualitative study using focus groups and semi-structured one-to-one interviews with a purposive sample. Three focus groups were held with 25 patients with moderate to advanced multiple sclerosis and 4 carers. Ten clinicians were interviewed. Data underwent thematic analysis.Results: Participants perceived multiple aspects of MS to be amenable to self-management, but identified a current lack of service provision to support their abilities to self-manage. Participants felt that to address both the physical and psychosocial challenges posed by MS required better information provision, a strong relationship with healthcare professionals and a toolkit of self-management skills. Participants expressed concern at the lack of consideration currently given to carers, which should be addressed in future provision.Conclusion: The diverse experiences of patients living with MS warrant a multidisciplinary, flexible and proactive approach to improve their self-management capabilities, acknowledging both patients’ and carers’ unmet needs. The findings can be used to guide the development of future self-management interventions specific to individuals with multiple sclerosis.

scholarly journals Randomised clinical trial of an early palliative care intervention (SUPPORT) for patients with idiopathic pulmonary fibrosis (IPF) and their caregivers: protocol and key design considerations

2018 ◽  
Vol 5 (1) ◽  
pp. e000272 ◽  
Author(s):  
Kathleen Oare Lindell ◽  
Mehdi Nouraie ◽  
Melinda J Klesen ◽  
Sara Klein ◽  
Kevin F Gibson ◽  
...  
Keyword(s):  
Palliative Care ◽  
Idiopathic Pulmonary Fibrosis ◽  
Pulmonary Fibrosis ◽  
Management Strategies ◽  
Randomised Trial ◽  
Self Management ◽  
Support Intervention ◽  
Quality Of Dying ◽  
The Impact

IntroductionIdiopathic pulmonary fibrosis (IPF), a progressive life-limiting lung disease affects approximately 128 000 newly diagnosed individuals in the USA annually. IPF, a disease of ageing associated with intense medical and financial burden, is expected to grow in incidence globally. Median survival from diagnosis is 3.8 years, and many of these patients succumb to a rapid death within 6 months. Despite the fatal prognosis, we have found that patients and caregivers often fail to understand the poor prognosis as the disease relentlessly progresses. Based on feedback from patients and families living with IPF, we developed the S-Symptom Management, U-Understanding the Disease, P-Pulmonary Rehabilitation, P-Palliative Care, O-Oxygen Therapy, R-Research Considerations and T-Transplantation (‘SUPPORT') intervention to increase knowledge of the disease, teach self-management strategies and facilitate preparedness with end of life (EOL) planning.MethodsThis study is a randomised trial to test the efficacy of SUPPORT intervention compared with routine care in patients with IPF and their caregivers delivered after three clinical visits. We are recruiting a cohort of 64 new IPF patient/caregiver dyads (32 for each dyad).ResultsThe trial will evaluate whether the SUPPORT intervention decreases stress, improves symptom burden, quality of life, preparedness and advance care planning for patients and caregivers, quality of dying and death for caregivers if the patient dies during the course of the study, as well as assess the impact of primary palliative care on healthcare resource use near the EOL.ConclusionBy increasing knowledge of the disease, teaching self-management strategies and facilitating preparedness with EOL planning, we will address a critical gap in the care of patients with IPF.Trial registration numberNCT02929017; Pre-results.

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