Efficacy of a school-based primary prevention program for coping with exposure to political violence

2008 ◽  
Vol 32 (4) ◽  
pp. 348-358 ◽  
Author(s):  
Michelle Slone ◽  
Anat Shoshani
Keyword(s):  
Psychological Distress ◽  
Political Violence ◽  
Repeated Measures ◽  
Violence Exposure ◽  
Intervention Program ◽  
Repeated Measures Design ◽  
School Based ◽  
Post Test ◽  
Children's Coping ◽  
Meaning Attribution

A paradigm conceptualizing resilience as factors moderating between political violence exposure and psychological distress administered in a 7-year research project yielded a profile of factors promoting Israeli children's coping in conflict conditions. Three factors — social support mobilization, selfefficacy, and meaning attribution — were incorporated into a school-based primary intervention program. In a repeated measures design, the study assessed pre to post-test modifications in the three resilience factors and psychological distress in a primary and control intervention condition and the interaction of actual political violence exposure on distress reduction. Results validated modification only of the mobilization of support factor, but nonetheless confirmed the primary program's efficacy in moderating psychological distress particularly among children with low actual political violence exposure, who showed greater distress increases in the control condition. Findings reinforce the educational system's role in promoting resilience among children in conflict environments.

A preliminary investigation of a school-based musical theater intervention program for children with intellectual disabilities

2017 ◽  
Vol 22 (3) ◽  
pp. 262-278 ◽  
Author(s):  
Olena Zyga ◽  
Sandra W Russ ◽  
Heather Meeker ◽  
Jodi Kirk
Keyword(s):  
Intellectual Disability ◽  
School Environment ◽  
Repeated Measures ◽  
Musical Theater ◽  
Intervention Program ◽  
Preliminary Investigation ◽  
Individual Level ◽  
Repeated Measures Design ◽  
Theater Program ◽  
School Based

The presence of an intellectual disability may cause a child to have significant deficits in social skills and emotion regulation abilities across development. A vital next step is to find interventions that can be delivered in the school environment and across disability categories that target socioemotional factors. The current study investigated the feasibility of delivering a school-based musical theater program to students with intellectual disability across a range of school settings. A within-group repeated-measures design was used to analyze pre- and post-video recordings of the intervention program, which were coded for six domains of socioemotional ability across all participants ( n = 47). Results showed that significant gains across all domains were observed. However, these gains related to school- and individual-level student factors, such as grade level, severity of disability, and baseline social skill ability.

Lifestyle intervention using modified BASNEF model in hypertension management (Preprint)

2020 ◽  
Author(s):  
Resti Tito Villarino ◽  
Christopher Arcay ◽  
Maria Concepcion Temblor
Keyword(s):  
Lifestyle Intervention ◽  
Repeated Measures ◽  
Intervention Program ◽  
Phase 1 ◽  
Management Technique ◽  
Enabling Factors ◽  
Educational Models ◽  
Stroke Risk Factor ◽  
Repeated Measures Design ◽  
Lifestyle Intervention Program

BACKGROUND Hypertension is a serious health issue and a major cardiovascular disease and stroke risk factor. In hypertensive patients, various health educational models have been used to improve their lifestyle, but the findings are inconsistent. OBJECTIVE The study assessed the effects of a lifestyle intervention program using modified Beliefs, Attitude, Subjective Standards, Enabling Factors (BASNEF) model among non-adherent hypertensive respondents in relation to the introduction of a lifestyle intervention program in the management of hypertension. METHODS This is a quantitative quasi-experimental research particularly utilizing a repeated-measures design of within-subjects approach on the 50 non-adherent patients diagnosed with essential hypertension at Moalboal, Cebu, Philippines in 2019. The respondents received five sessions of trainings based on modified BASNEF model. The Morisky Medication Adherence instrument was used. The first phase included a demographic questionnaire and the last phase comprised the evaluation of the program. Frequencies, percentages, means and standard deviations for descriptive statistics while t-test, repeated measures, ANOVA, and Pearson product moment correlation for inferential statistics. RESULTS The result indicated that the phase 1 mean (146.5) of the systolic readings differ significantly from the phase 4 mean (134.92) of the systolic readings. However, since these two means came from phases that were not consecutive, the result, as a whole, did not show a significant decrease or change when analyzed chronologically from one phase to the next. CONCLUSIONS The study has established that BASNEF model approach can be an effective BP management technique.

scholarly journals Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting

2020 ◽  
Vol 17 (18) ◽  
pp. 6784
Author(s):  
Diana Paricio ◽  
Maria F. Rodrigo ◽  
Paz Viguer ◽  
Marina Herrera
Keyword(s):  
Youth Development ◽  
Adolescent Development ◽  
Rural Areas ◽  
Repeated Measures ◽  
Intervention Program ◽  
Intervention Group ◽  
Development Program ◽  
Rural Setting ◽  
Control Group ◽  
Repeated Measures Design

The Positive Youth Development (PYD) approach identifies adolescents as resources to be empowered rather than problems to be solved. All adolescents have strengths and will fully develop when these strengths are integrated with healthy resources in the diverse environments where they live and interact. The objective of this study was twofold: (1) to present the Positive Development Program for Adolescents living in rural areas (DPAR Program) and (2) to pilot test the intervention program. The DPAR program was evaluated using a repeated-measures design before and after the intervention, with an intervention group and a control group. The sample consisted of 176 adolescents between 11 and 15 years old (M = 12.89, SD = 0.90) who belonged to two high schools with similar characteristics located in rural settings. A mixed-design analysis of variance was performed for each dependent variable. Results showed a significant increase in most of the study variables (self-esteem, self-efficacy, group identity, empathy, relational skills, assertiveness, and conflict resolution) and a significant decrease in alexithymia, as well as better academic performance. All this evidence indicates that the DPAR program is effective in promoting positive adolescent development and addresses the lack of programs based on the PYD approach in rural areas.

scholarly journals Impact Evaluation of an Addiction Intervention Program in a Quebec Prison

2015 ◽  
Vol 9 ◽  
pp. SART.S22464
Author(s):  
Catherine Arseneault ◽  
Marc Alain ◽  
Chantal Plourde ◽  
Francine Ferland ◽  
Nadine Blanchette-Martin ◽  
...  
Keyword(s):  
Substance Use ◽  
Repeated Measures ◽  
Intervention Program ◽  
Multidimensional Data ◽  
Control Group ◽  
Preliminary Results ◽  
Repeated Measures Design ◽  
Treatment Services ◽  
Quasi Experimental ◽  
And Control

Objectives This study evaluates the effects of a prison-based addiction intervention program. The evaluation is based on a multidimensional data collection that draws a portrait of the respondents’ substance use, and of their psychological/emotional, social, and judicial spheres. It measures the changes, or lack thereof, in substance use; the psychological/emotional, social, and judicial spheres; as well as the post-treatment services used. Method A quasi-experimental repeated measures design (0, 6 weeks, and 6 months) was used. Effects of the program were identified by comparing the results obtained by a group of inmates who had participated in the program ( n = 80; experimental group) with those of another group who had received no intervention ( n = 70; control group). Results The preliminary results suggested a certain treatment effect related to impulsivity and psychological distress. Conclusion Although the preliminary results were promising, the experimental and control groups did not differ significantly when more robust analyses were used.

Comparisons of Static and Dynamic Balance Following Training in Aquatic and Land Environments

2006 ◽  
Vol 15 (4) ◽  
pp. 299-311 ◽  
Author(s):  
Aimee E. Roth ◽  
Michael G. Miller ◽  
Marc Ricard ◽  
Donna Ritenour ◽  
Brenda L. Chapman
Keyword(s):  
Outcome Measures ◽  
Repeated Measures ◽  
Dynamic Balance ◽  
Balance Training ◽  
Aquatic Environments ◽  
Repeated Measures Design ◽  
Time Interaction ◽  
Type Design ◽  
Post Test

Context:It has been theorized that aquatic balance training differs from land balance training.Objective:To compare the effects of balance training in aquatic and land environments.Design:Between-groups, repeated-measures design.Setting:Biomechanics laboratory and pool.Participants:24 healthy subjects randomly assigned to aquatic (n = 8), land (n = 10), or control (n = 6) groups.Intervention:Four weeks of balance training.Main Outcome Measures:Balance was measured (pre, mid, post, follow-up). COP variables: radial area, y range, x range in single leg (SL), tandem (T), single leg foam (SLF), and tandem form (TF) stance.Results:A significant condition × time interaction for x range was found, with improvements for SL, SLF, and TF. Radial area improved, with post-test 1.01 ± .23 cm2and follow-up 1.06 ± .18 cm2significantly lower than pretest 1.18 ± .23 cm2. Y range significantly improved, with posttest (4.69 ± 1.02 cm2) lower than pretest (5.89 ± 1.26 cm2). The foam conditions (SLF & TF) were significantly different from non-foam conditions (SL & T) for all variables.Conclusions:Results of this study show that balance training can effectively be performed in both land and aquatic environments.

scholarly journals La educación emocional en la infancia: una estrategia inclusiva

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 73 ◽  
Author(s):  
Amaya Cepa Serrano ◽  
Davinia Heras Sevilla ◽  
María Fernández-Hawrylak
Keyword(s):  
Inclusive Education ◽  
Repeated Measures ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Five Dimensions ◽  
Repeated Measures Design ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Emotional Education

RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.

scholarly journals Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying

2019 ◽  
Vol 16 (4) ◽  
pp. 527 ◽  
Author(s):  
Jessica Ortega-Barón ◽  
Sofía Buelga ◽  
Ester Ayllón ◽  
Belén Martínez-Ferrer ◽  
María-Jesús Cava
Keyword(s):  
Repeated Measures ◽  
Intervention Program ◽  
Ecological Model ◽  
Scientific Evidence ◽  
Control Group ◽  
Empowerment Theory ◽  
Negative Consequences ◽  
Theoretical Frameworks ◽  
Post Test ◽  
Experimental Group

Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the Prev@cib bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The Prev@cib program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the Prev@cib program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program’s effectiveness.

scholarly journals Effectiveness of nonviolent communication (NVC) workshop on marital adjustment

2017 ◽  
Vol 26 (1) ◽  
pp. 69-75
Author(s):  
Shaheen Islam ◽  
Roufun Naher
Keyword(s):  
Repeated Measures ◽  
Marital Adjustment ◽  
Positive Impact ◽  
Control Group ◽  
Nonviolent Communication ◽  
Repeated Measures Design ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The present study examined the effectiveness of nonviolent communication (NVC) workshop on marital adjustment. The hypothesis was receiving nonviolent communication (NVC) workshop has positive impact on marital adjustment. The independent variable was NVC workshop and the dependent variable was marital adjustment score. For conducting this research, repeated measures design was followed and 20 Bangladeshi married people participated in it. The results have shown that there was a statistically significant difference (F = 16.790, p < 0.05) in marital adjustment score of experimental group over the three time periods and pairwise comparisons indicate that there was significant difference between pretest and post-test and also between pretest and follow- up test at the 0.05 level. Results also have shown that, there was statistically significant difference of marital adjustment score between experimental and control group in posttest (t = 4.276, p < 0.05) and follow-up test (t = 4.176, p < 0.05). Thus, after receiving NVC workshop the marital adjustment score of experimental group increased significantly (F = 16.79, p < 0.001) in post-test measure and also remain constant in follow-up, whereas the marital adjustment score of control group had no significant change. This implied a significant positive impact of participation in NVC workshop on marital adjustment. Dhaka Univ. J. Biol. Sci. 26(1): 69-75, 2017 (January)

Diagnostic Hearing Assessment in Schools: Validity and Time Efficiency of Automated Audiometry

2016 ◽  
Vol 27 (01) ◽  
pp. 042-048 ◽  
Author(s):  
Faheema Mahomed-Asmail ◽  
De Wet Swanepoel ◽  
Robert H. Eikelboom
Keyword(s):  
Repeated Measures ◽  
Pure Tone ◽  
Bone Conduction ◽  
False Positives ◽  
Hearing Screening ◽  
Time Efficiency ◽  
Screening Programs ◽  
Repeated Measures Design ◽  
School Based ◽  
Significant Difference

Background: Poor follow-up compliance from school-based hearing screening typically undermines the efficacy of school-based hearing screening programs. Onsite diagnostic audiometry with automation may reduce false positives and ensure directed referrals. Purpose: To investigate the validity and time efficiency of automated diagnostic air- and bone-conduction audiometry for children in a natural school environment following hearing screening. Research Design: A within-subject repeated measures design was employed to compare air- and bone-conduction pure-tone thresholds (0.5–4 kHz), measured by manual and automated pure-tone audiometry. Study Sample: Sixty-two children, 25 males and 37 females, with an average age of 8 yr (standard deviation [SD] = 0.92; range = 6–10 yr) were recruited for this study. The participants included 30 children who failed on a hearing screening and 32 children who passed a hearing screening. Data Analysis: Threshold comparisons were made for air- and bone-conduction thresholds across ears tested with manual and automated audiometry. To avoid a floor effect thresholds of 15 dB HL were excluded in analyses. The Wilcoxon signed ranked test was used to compare threshold correspondence for manual and automated thresholds and the paired samples t-test was used to compare test time. Statistical significance was set as p ≤ 0.05. Results: 85.7% of air-conduction thresholds and 44.6% of bone-conduction thresholds corresponded within the normal range (15 dB HL) for manual and automated audiometry. Both manual and automated audiometry air- and bone-conduction thresholds exceeded 15 dB HL in 9.9% and 34.0% of thresholds, respectively. For these thresholds, average absolute differences for air- and bone-conduction thresholds were 6.3 (SD = 8.3) and 2.2 dB (SD = 3.6) and they corresponded within 10 dB across frequencies in 87.7% and 100.0%, respectively. There was no significant difference between manual and automated air- and bone-conduction across frequencies for these thresholds. Conclusion: Using onsite automated diagnostic audiometry for children who fail hearing screening may improve the efficacy of school-based screening programs by reducing false positives and ensuring directed referrals for audiological or medical intervention or both.

Assessing the Effectiveness of a School-Based Dental Clinic on the Oral Health of Children Who Lack Access to Dental Care

2016 ◽  
Vol 33 (3) ◽  
pp. 181-188 ◽  
Author(s):  
Rachel Carpino ◽  
Mary P. Walker ◽  
Ying Liu ◽  
Melanie Simmer-Beck
Keyword(s):  
Oral Health ◽  
Dental Care ◽  
Repeated Measures ◽  
Secondary Data ◽  
School Nurses ◽  
Dental Clinic ◽  
Repeated Measures Design ◽  
School Based ◽  
Student Access ◽  
Access To Dental Care

This program evaluation examines the effectiveness of a school-based dental clinic. A repeated-measures design was used to longitudinally examine secondary data from participants ( N = 293). Encounter intensity was developed to normalize data. Multivariate analysis of variance and Kruskal–Wallis test were used to investigate the effect of encounter intensity on the change in decay, restorations, and treatment urgency. A Pearson’s correlation was used to measure the strengths of association. Encounter intensity had a statistically significant effect on change in decay ( p = .005), restorations ( p = .000), and treatment urgency ( p = .001). As encounter intensity increased, there was a significant association with the decrease in decay (−.167), increase in restorations (.221), and reduction in referral urgency (−.188). Incorporating dental care into a school-based health center resulted in improved oral health in underserved children while overcoming barriers that typically restrict access. The collaboration of school nurses with the school-based dental clinic was an important element for maximizing student access to dental care.

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