The Effects of the Winners for Life Book on At-Risk Participants in the Big Brothers/Big Sisters Program

2008 ◽  
Vol 2 (2) ◽  
pp. 148-159
Author(s):  
Robert Weinberg ◽  
Robert Neff ◽  
Michael Garza
Keyword(s):  
At Risk ◽  
Goal Setting ◽  
Psychological Factors ◽  
Intervention Program ◽  
Well Being ◽  
Self Esteem ◽  
Ethical Responsibility ◽  
Control Group ◽  
Big Brothers Big Sisters ◽  
At Risk Adolescents

Since psychology professionals have a moral and ethical responsibility to evaluate the effectiveness of different products and services aimed at improving psychological/physical well-being, development, and/or performance, the purpose of the present investigation was to evaluate the effectiveness of the Winners for Life book (and accompanying Parent Instructor Guide) on improving a variety of psychological factors for at-risk adolescents. Participants were 96 pairs from the Big Brothers/Little Brothers, Big Sisters/Little Sisters program. Participants were randomly assigned to one of three conditions: Winners for Life book, Winners for Life book plus instructor guide, or control group. Each group participated in a 12-week intervention program. Results revealed that both Winners for Life book conditions resulted in greater increases in self-esteem, self-perceived goal setting ability, optimism, and hope than the control condition, with the Winners for Life book plus instructor guide condition achieving the greatest improvements.

scholarly journals The Effects of an Urban Forest Health Intervention Program on Physical Activity, Substance Abuse, Psychosomatic Symptoms, and Life Satisfaction among Adolescents

2018 ◽  
Vol 15 (10) ◽  
pp. 2134 ◽  
Author(s):  
Riki Tesler ◽  
Pnina Plaut ◽  
Ronit Endvelt
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
Life Satisfaction ◽  
Alcohol Consumption ◽  
Intervention Program ◽  
Urban Forest ◽  
Forest Health ◽  
Control Group ◽  
Psychosomatic Symptoms ◽  
At Risk Adolescents

Background: At-risk adolescents have been defined as youth who are or might be in physical, mental, or emotional danger. An Urban Forest Health Intervention Program (UFHIP) was formed at a center for at-risk adolescents in Israel, in order to promote physical activity and reduce risky behavior. Objective: To evaluate the intervention’s effect on physical activity, smoking, alcohol consumption, psychosomatic symptoms, and life satisfaction. Methods: From 2015 to 2016, at-risk youth were nonrandomly selected to participate in the UFHIP. Questionnaires were administered to both intervention and control groups before and after the intervention. Univariate and multivariable analyses evaluated the intervention’s effect. Results: The study participants (n = 53) showed 0.81 more sessions per week of 60 min of physical activity than did the control group (n = 23; p = 0.003). Among the intervention group, smoking frequency reduced from a mean of 2.60 (SD = 1.30) to 1.72 (SD = 1.08), whereas that in the control group increased from 3.17 (1.03) to 3.39 (1.03). In both groups, there was a reduction in alcohol consumption, with a greater change among intervention participants: −1.08 (SD = 1.30), compared with −0.09 (SD = 1.79) in the control group. Conclusions: Findings indicate that the environmental intervention was efficacious in increasing physical activity and reducing risky behaviors among youth. The effectiveness of this intervention among larger samples is warranted in future prospective studies.

Coexisting with dependence and well-being: the results of a pilot study intervention on 75–99-year-old individuals

2016 ◽  
Vol 28 (12) ◽  
pp. 2067-2078
Author(s):  
M. Teresa Rodríguez-Díaz ◽  
M. Nieves Pérez-Marfil ◽  
Francisco Cruz-Quintana
Keyword(s):  
Self Efficacy ◽  
Intervention Program ◽  
Functional Dependence ◽  
Intervention Group ◽  
Systolic Pressure ◽  
Psychosocial Care ◽  
Well Being ◽  
Self Esteem ◽  
Control Group ◽  
Elderly Individuals

ABSTRACTBackground:The objective of this study is to design and implement an intervention program centered on preventing functional dependence.Methods:A pre/post quasi-experimental (typical case) design study with a control group was conducted on a group of 75–90-year-old individuals with functional dependence (n = 59) at three nursing homes in Madrid (Spain). The intervention program consists of two types of activities developed simultaneously. Some focused on emotional well-being (nine 90-minute sessions, once per week), whereas others focused on improving participants’ physical condition (two 30-minute sessions, twice per week). The simple randomized participants included 59 elderly individuals (Intervention Group = 30, Control Group = 29) (mean age 86.80) [SD, 5. 19].Results:Fifty-nine participants were analyzed. The results indicate that the program is effective in improving mood, lowering anxiety levels (d= 0.81), and increasing both self-esteem (d = 0.65) and the perception of self-efficacy (d= 1.04). There are improvements in systolic pressure and functional dependence levels are maintained. Linear simple regression (independent variable pre-Barthel) shows that the pre-intervention dependence level can predict self-esteem after the intervention.Conclusion:We have demonstrated that the program is innovative with regard to bio-psychosocial care in elderly individuals, is based on actual practice, and is effective in increasing both self-esteem and self-efficacy. These variables positively affect functional capabilities and delay functional dependence.

scholarly journals Early intervention for children at risk of visual processing dysfunctions from 1 year of age: a randomized controlled trial protocol

Trials ◽  
2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Marlou J. G. Kooiker ◽  
Yoni van der Linden ◽  
Jenneke van Dijk ◽  
Ymie J. van der Zee ◽  
Renate M. C. Swarte ◽  
...  
Keyword(s):  
At Risk ◽  
Randomized Controlled Trial ◽  
Visual Processing ◽  
Intervention Program ◽  
Controlled Trial ◽  
Clinical Care ◽  
Control Group ◽  
Randomized Controlled ◽  
Extremely Preterm ◽  
Intervention Protocol

Abstract Background An increasing number of children are suffering from brain damage-related visual processing dysfunctions (VPD). There is currently a lack of evidence-based intervention methods that can be used early in development. We developed a visual intervention protocol suitable from 1 year of age. The protocol is structured, comprehensive and individually adaptive, and is paired with quantitative outcome assessments. Our aim is to investigate the effectiveness of this first visual intervention program for young children with (a risk of) VPD. Methods This is a single-blind, placebo-controlled trial that is embedded within standard clinical care. The study population consists of 100 children born very or extremely preterm (< 30 weeks) at 1 year of corrected age (CA), of whom 50% are expected to have VPD. First, children undergo a visual screening at 1 year CA. If they are classified as being at risk of VPD, they are referred to standard care, which involves an ophthalmic and visual function assessment and a (newly developed) visual intervention program. This program consists of a general protocol (standardized and similar for all children) and a supplement protocol (adapted to the specific needs of the child). Children are randomly allocated to an intervention group (starting upon inclusion at 1 year CA) or a control group (postponed: starting at 2 years CA). The control group will receive a placebo treatment. The effectiveness of early visual intervention will be examined with follow-up visual and neurocognitive assessments after 1 year (upon completion of the direct intervention) and after 2 years (upon completion of the postponed intervention). Discussion Through this randomized controlled trial we will establish the effectiveness of a new and early visual intervention program. Combining a general and supplement protocol enables both structured comparisons between participants and groups, and custom habilitation that is tailored to a child’s specific needs. The design ensures that all included children will benefit from participation by advancing the age at which they start receiving an intervention. We expect results to be applicable to the overall population of children with (a risk of) VPD early in life. Trial registration Netherlands Trial Register: NTR6952. Registered 19 January 2018.

scholarly journals Self-Esteem Evaluation in Children and Adolescents Suffering from ADHD

2013 ◽  
Vol 9 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Luigi Mazzone ◽  
Valentina Postorino ◽  
Laura Reale ◽  
Manuela Guarnera ◽  
Valeria Mannino ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Treatment Strategies ◽  
Well Being ◽  
Self Esteem ◽  
Control Group ◽  
Healthy Controls ◽  
Adhd Symptoms ◽  
The Relationship ◽  
Drug Free

Background: Several recent studies investigated the relationship between self-esteem and ADHD, however, the results are still controversial. In the present study we analyze the characteristics of self-esteem in a sample of children and adolescents suffering from ADHD, with a particular focus on the relationship between ADHD symptoms severity and treatment strategies. Methods: A total of 85 patients with ADHD (44 drug-free and 41 drug-treated, 23 of which atomoxetine-treated and 18 Methylphenidate-treated) and 26 healthy controls were enrolled in the study in order to evaluate self-esteem using the Self-esteem Multidimensional Test (TMA). Results: ADHD subjects revealed lower scores on all self-esteem domains compared to controls. Both ADHD drug-free (47.1%) and ADHD drug-treated (44.1%) groups showed significantly higher rates of subjects in the pathological range as compared to normal control group (8.8%) (p <.001) with a higher percentage of subjects in the pathological range. Among ADHD drug-treated subjects, the methylphenidate group showed higher self-esteem scores as compared to the atomoxetine group. Conclusion: A lower self-esteem profile is more common in subjects suffering from ADHD than in healthy controls, suggesting the importance of an early detection of psychological well-being in these children in order to reduce the ADHD symptoms long-term impacts.

scholarly journals A Randomized Controlled Trial of Tai Chi for Tension Headaches

2007 ◽  
Vol 4 (1) ◽  
pp. 107-113 ◽  
Author(s):  
Ryan B. Abbott ◽  
Ka-Kit Hui ◽  
Ron D. Hays ◽  
Ming-Dong Li ◽  
Timothy Pan
Keyword(s):  
Mental Health ◽  
Intervention Program ◽  
Tai Chi ◽  
Controlled Trial ◽  
Adult Population ◽  
Well Being ◽  
Control Group ◽  
Physical And Mental Health ◽  
Tension Type Headaches ◽  
Headache Impact

This study examined whether a traditional low-impact mind–body exercise, Tai Chi, affects health-related quality-of-life (HRQOL) and headache impact in an adult population suffering from tension-type headaches. Forty-seven participants were randomly assigned to either a 15 week intervention program of Tai Chi instruction or a wait-list control group. HRQOL (SF-36v2) and headache status (HIT-6™) were obtained at baseline and at 5, 10 and 15 weeks post-baseline during the intervention period. Statistically significant (P< 0.05) improvements in favor of the intervention were present for the HIT score and the SF-36 pain, energy/fatigue, social functioning, emotional well-being and mental health summary scores. A 15 week intervention of Tai Chi practice was effective in reducing headache impact and also effective in improving perceptions of some aspects of physical and mental health.

The relations among narcissism, self-esteem, and delinquency in a sample of at-risk adolescents

2007 ◽  
Vol 30 (6) ◽  
pp. 933-942 ◽  
Author(s):  
Christopher T. Barry ◽  
Sarah J. Grafeman ◽  
Kristy K. Adler ◽  
Jessica D. Pickard
Keyword(s):  
At Risk ◽  
Self Esteem ◽  
At Risk Adolescents

Too Much of a Good Thing: Who We Follow, What We Do, And How Much Time We Spend on Social Media Affects Well-Being

2021 ◽  
Vol 40 (1) ◽  
pp. 46-68
Author(s):  
Melissa Hunt ◽  
Katherine All ◽  
Brennan Burns ◽  
Kyler Li
Keyword(s):  
Social Media ◽  
Private University ◽  
Well Being ◽  
Self Esteem ◽  
Active Group ◽  
Control Group ◽  
Active Engagement ◽  
Highly Active ◽  
Correlational Research ◽  
Initial Survey

Introduction: Given previous experimental research on the benefits of limiting time spent on social media and correlational research linking active use to better well-being, we designed an experimental study to investigate the effects of limiting time and increasing active use on social media on well-being. Method: After completing a survey on who they followed on social media and undergoing a week of baseline monitoring, 88 undergraduates at a private university were randomly assigned to either limit Facebook, Instagram, Twitter, and Snapchat use to 30 minutes in total per day and increase their active use, just limit their use to 30 minutes per day, or continue to use social media as usual for three weeks. Results: The initial survey revealed that following more friends was negatively correlated with loneliness whereas following more strangers was positively correlated with depression. Highly depressed participants in the limited use group showed significant reductions in depression compared to the control group, but the active group did not show similar benefits. Highly active participants in the active group reported greater loneliness and anxiety and lower self-esteem at week 4 compared to less active participants in the active group, whereas the most passive participants in the control group showed the worst depression overall. Discussion: Our findings suggest that following friends rather than strangers and limiting time spent on social media may lead to significant improvements in well-being, and that moderately active engagement may be the most adaptive.

scholarly journals Effect of Human Attachment Style on Horse Behaviour and Physiology during Equine-Assisted Activities–A Pilot Study

Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1156
Author(s):  
Aitor Arrazola ◽  
Katrina Merkies
Keyword(s):  
At Risk ◽  
Attachment Style ◽  
Well Being ◽  
Insecure Attachment ◽  
Structure Questionnaire ◽  
Behavioural Difficulties ◽  
Relationship Structure ◽  
Equine Facilitated ◽  
Equine Assisted ◽  
At Risk Adolescents

Equine-assisted activities (EAA) for human well-being and health rely on human–horse interactions for therapeutic effect. At-risk participants with mental and emotional difficulties can show poor social skills and functioning relationships, potentially leading to unsuccessful human–horse interaction in EAA. This study addresses the effect of the attachment style (AS) of at-risk adolescents on horse physiology and behaviour during an equine-facilitated learning (EFL) program. Thirty-three adolescents participated in a 10-week EFL program with nine therapy horses (the same therapy horse per adolescent throughout the program). Adolescent AS was categorized into secure (n = 7), preoccupied (n = 11), dismissing (n = 1), or fearful (n = 12) using an Experiences in Close Relationships – Relationship Structure questionnaire. Horse heart rate (HR) and behaviour (affiliative and avoidance behaviours) in response to adolescents were recorded during grooming and riding. Over time, horses with fearful AS adolescents showed consistently more affiliative behaviours compared to those with preoccupied AS adolescents during grooming, and more constant HR and avoidance behaviours compared to those with secure AS adolescents during riding. These results suggest that a more predictable and less stressful physiological and behavioural response of therapy horses toward participants in EAA with emotional and behavioural difficulties can be mediated by a human insecure attachment style.

scholarly journals New Evidences about Subjective Well-Being in Adolescence and Its Links with Neurocognitive Performance

2020 ◽  
Vol 17 (6) ◽  
pp. 1866 ◽  
Author(s):  
Javier Ortuño-Sierra ◽  
Rebeca Aritio-Solana ◽  
Eduardo Fonseca-Pedrero
Keyword(s):  
At Risk ◽  
Social Cognition ◽  
Episodic Memory ◽  
Well Being ◽  
Control Group ◽  
Subjective Well Being ◽  
Neurocognitive Performance ◽  
Lower Accuracy ◽  
Personal Wellbeing ◽  
Complex Cognition

The main purpose of the present work was to study the neurocognitive endophenotypes of adolescents at risk for low personal wellbeing. The sample included a total of 1588 adolescents from stratified random cluster sampling; derived from this sample, a group of high-risk (n = 84) and a control group (n = 84) were selected. The personal well-being index–school children (PWI–SC), the University of Pennsylvania computerized neuropsychological test battery for children (included 14 tasks assessing five neurobehavioral domains: executive functions, episodic memory, complex cognition, social cognition and sensorimotor speed), and the strengths and difficulties questionnaire (SDQ) were used. Adolescents with low personal wellbeing showed statistically significant impairments across the different neurocognitive domains. In particular, adolescents at risk showed lower accuracy scores on executive function and complex cognition and lower speed scores on episodic memory, complex cognition and social cognition scores. The results of the present study contribute relevant information about the nature of neurocognitive impairments associated with subjective wellbeing and allow implementing preventive treatments.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
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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