Pilot investigation of an activity-based approach to building hardiness

2021 ◽  
pp. bmjmilitary-2020-001661
Author(s):  
Jason Judkins ◽  
B Moore ◽  
E Stone ◽  
A Welsh ◽  
G Carbon ◽  
...  

BackgroundThe purpose was to describe an activity-based psychological hardiness training programme delivered by an occupational therapist and examine its acceptability and effectiveness in improving hardiness.MethodParticipants (N=28) completed the 6-hour programme, which included pre/post-programme completion of the Dispositional Resilience Scale-15 (DRS-15) and a Program Evaluation Form. Paired t-tests were used to determine differences between pre-training and post-training scores on the DRS-15.ResultsResults showed a significant increase (p<0.05) in total hardiness, commitment, and control scores on the DRS-15 from pre-training to post-training and good–excellent ratings for all categories on the Program Evaluation Form.ConclusionsThis programme evaluation described an occupational therapist’s role in providing an activity-based psychological hardiness training programme and provided preliminary support for the acceptability of an activity-based approach to training psychological hardiness for service members.

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.


2017 ◽  
Vol 14 (4) ◽  
pp. 3950 ◽  
Author(s):  
Ahmet Gönener ◽  
Utku Gönener ◽  
Ozan Yılmaz ◽  
Tuğçe Horoz ◽  
Deniz Demirci

The aim of this study is to investigate 8 weeks Thera-Band trainings' effects on male swimmers' 100 m freestyle swimming performance.The study group is created by 20 (n = 20) licenced male athletes that had trained at least 3 days in a week and have been active in swimming sport at least 3 years in Gebze Genclerbirligi Swimming Club 20 (n = 20). Athletes were divided into experiment group (n = 10) and control group (n = 10) randomly. Training programme was applied to the study group for 55-60 minutes for 3 days on alternate days and times when the club does not have swimming training. 12 different Thera-Band trainings were applied for 40-45 mins and each set was 15 minutes.Mann-Whitney U test was used to analyze differences between groups and Wilcoxon signed rank test was applied for analyzing the differences of intra-groups. SPSS 21.0 Statistics package software was used for statistical analyzes. The results show that there are no significantly differences between experimental group's and control group's post test results. (p>0.05). Statistically significant differences are found as a result of intra-group comparison of the experimental group's pre-test and post-test results (p<0.05).Depending on the results obtained after reviewing the literature, it can be concluded that Thera-Band training is effective on the performance improvement of swimmers aged 13-15 years.


2020 ◽  
Vol 36 (2) ◽  
pp. 108-125
Author(s):  
Judy Clegg ◽  
Carla Rohde ◽  
Henrietta McLachlan ◽  
Liz Elks ◽  
Alex Hall

Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment ( n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.


1969 ◽  
Vol 25 (2) ◽  
pp. 503-512 ◽  
Author(s):  
Morton Goldman ◽  
Jonathan W. Keck ◽  
Charles J. O'Leary

The study was concerned with the adequacy of several methods for reducing or preventing hostility toward a frustrating teacher and examined whether classroom performance was affected. Two cathartic methods, Rating Scale and Mutual Expression, and two non-cathartic methods, Explanation and Control, were induced. Residual hostility toward the teacher was measured by means of a Teacher Evaluation Form. Results showed that the Explanation method was most effective and the two cathartic methods were least effective in preventing or reducing residual hostility. The two cathartic methods actually increased residual hostility as compared to the Control treatment. Task performance efficiency varied directly with the level of residual hostility. Doubt is cast upon the catharsis hypothesis and a relationship between residual hostility and performance was found.


1986 ◽  
Vol 14 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Diana Chanfreau-Rona ◽  
Belinda Wylie ◽  
Stuart Bellwood

This paper describes an attempt at retraining continence in elderly psychogeriatric patients using behavioural methods. Thirty patients across four wards were selected and divided equally into experimental and control groups. The experimental group underwent a training programme lasting a total of seven weeks whilst the control group continued with the usual nursing procedure.The results showed no significant differences in frequency of incontinence between the different groups at the end of the programme. However, there were indications that a continence training programme is more likely to be beneficial to those patients who have a low level of incontinence rather than those for whom incontinence is a more severe problem. For these patients, those in the experimental group showed increased levels of incontinence after the training period compared to the control group.


10.29007/rs8q ◽  
2018 ◽  
Author(s):  
Raul Jimenez-Vilches

This paper reports the findings from a study of the learning of English intonation by Spanish speakers within the discourse mode of L2 oral presentation. The purpose of this experiment is, firstly, to compare four prosodic parameters before and after an L2 discourse intonation training programme and, secondly, to confirm whether subjects, after the aforementioned L2 discourse intonation training, are able to match the form of these four prosodic parameters to the discourse-pragmatic function of dominance and control. The study designed the instructions and tasks to create the oral and written corpora and Brazil’s (1994) Pronunciation for Advanced Learners of English was adapted for the pedagogical aims of the present study. The learners’ pre- and post-tasks were acoustically analysed and a pre / post- questionnaire design was applied to interpret the acoustic analysis. Results indicate most of the subjects acquired a wider choice of the four prosodic parameters partly due to the prosodically-annotated transcripts that were developed throughout the L2 discourse intonation course. Conversely, qualitative and quantitative data reveal most subjects failed to match the forms to their appropriate pragmatic functions to express dominance and control in an L2 oral presentation.


2021 ◽  
pp. 174702182110395
Author(s):  
Jose A. Rodas ◽  
Ciara Greene

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the other hand, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not find any of the previous improvements reported. Participants in both the training and control group showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies, and recommend that any claims of improvement should be supported by studies capable of replicating them.


2020 ◽  
Author(s):  
Jose A. Rodas ◽  
Ciara Greene

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the other hand, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not replicate any of the previous findings reported. Participants in both the training and control group showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies, and recommend that any claims of improvement should be supported by studies capable of replicating them.


2021 ◽  
Vol 11 (11) ◽  
pp. 320-334
Author(s):  
K Venkata Surya Prakash ◽  
Pachamatla Devi Sadvika ◽  
Ch Ashok Chakravarthi

Background: Sport specific training in Kabaddi players should also focus on agility in consistent with demand of the sport. Since Ladder training and Plyometric training improves agility, it can be useful training strategy to improve the performance of Kabaddi players. Ladder training is more effective and also help the player to catch, strike, and to block or tackle the component, whereas Plyometric training enhances balance and control of body positions during game. Methodology: A comparative study design had made use of Quasi experimental approach by convenience sampling to select 60 samples of semiprofessional Kabaddi players in the age of 18- 25 students of both genders studying in KIMS College of Physiotherapy, Amalapuram. On certain predetermined criteria with a formal written consent samples were taken. The data was gathered following Interventions using Ladder training and Plyometric training protocol which was administered on the Kabaddi players. The outcome measures were assessed before the intervention and at the end of Eighth week. The standardized tool named Agility T-test was taken to assess the Agility before and after the intervention. Result of the Study: The result of the study indicated that Ladder training is a useful training strategy to improve agility more in Kabaddi players than Plyometric training programme. Whereas level of significance taken is P=<0.05. And obtained level of significance P<0.00. Conclusion: This study concluded that Ladder training is a useful training strategy to improve agility than Plyometric training programme in Kabaddi players. Key words: Agility, Ladder Training, Plyometrics, Kabaddi.


Author(s):  
S. V. Bovteev ◽  
◽  
A. V. Mishakova ◽  

The program evaluation and review technique (PERT) was developed and first used more than sixty years ago and is now well known. This technique allows taking into account the probabilistic nature of the work duration, so it is used for scheduling projects, where the duration of all or some of the works can not be clearly determined due to the high degree of uncertainty of the external environment in which such projects are carried out. However, the problem of controlling the terms of project activities and key events of the project based on the program evaluation and review technique has not been studied well enough. This article investigates the possibilities of applying the program evaluation and review technique to track and control the construction project schedule. An algorithm for using this method to predict the probability of timely occurrence of control points and completion of the entire project is presented.


Sign in / Sign up

Export Citation Format

Share Document