Sweat Therapy Theory, Practice, and Efficacy

2009 ◽  
Vol 32 (2) ◽  
pp. 121-136
Author(s):  
Allen Eason ◽  
Stephen Colmant ◽  
Carrie Winterowd
Keyword(s):  
Theoretical Model ◽  
Group Counseling ◽  
Self Regulation ◽  
Future Research ◽  
Adventure Therapy ◽  
Positive Effects ◽  
Five Factors ◽  
Contextual Elements ◽  
Exercise Induced ◽  
Interpersonal Learning

The purpose of this article is to examine the potential application of sweat rituals to group counseling, adventure therapy, and other forms of group work by describing a theoretical model for how sweat rituals work and presenting the results of a randomized comparative outcome study on the efficacy of sweat therapy. The theoretical model proposes five factors that reciprocally interact to produce the positive effects of sweat rituals: cultural priming, exercise, self-regulation, metaphorical and contextual elements, and interpersonal factors. To investigate efficacy, 85 university students were randomly assigned to either a sweat condition (group counseling in a sauna), or a non-sweat condition (group counseling in a standard office setting) for six weekly sessions. Measures included the Critical Incidents Questionnaire, Therapeutic Factor Inventory, Exercise Induced Feeling Inventory, and the Subjective Exercise Experiences Scale. Results indicated that participants in the sweat condition perceived a greater availability of therapeutic factors, especially for group cohesion and interpersonal learning, and had better attendance, less attrition, and reported sessions to be more useful. Implications for future research and practice are discussed.

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

scholarly journals Strategie e strumenti di valutazione formativa per promuovere l’apprendimento autoregolato: una rassegna ragionata delle ricerche empiriche

2021 ◽  
Author(s):  
Irene Scierri
Keyword(s):  
Formative Assessment ◽  
Empirical Studies ◽  
Self Regulation ◽  
Target Population ◽  
Future Research ◽  
Assessment Practices ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Regulated Learning ◽  
Quasi Experimental

The area of research into the relationship between formative assessment and self-regulated learning is well established. Several studies have explored the connection between assessment and self-regulated learning, but the literature shows that there are still several lines of research to be explored, including examining which formative assessment practices actually help students improve their self-regulation skills and under which conditions. The paper presents a reasoned review of empirical studies, with experimental or quasi-experimental research design, that have examined the effect of formative assessment practices on self-regulated learning. The target population includes students from all levels of education. It was possible to classify two different ways of implementing formative assessment practices: a global approach and an analytical approach. Most of the reviewed studies recorded significant positive effects on self-regulation. The results and implications for future research are discussed.

Conclusion

2020 ◽  
pp. 698-719
Author(s):  
Ronald E. Rice ◽  
Simeon J. Yates ◽  
Jordana Blejmar
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Theory Development ◽  
Policy Implications ◽  
Digital Culture ◽  
Future Research ◽  
Technology And Society ◽  
Ongoing Research ◽  
Positive Effects ◽  
Research Areas

We conclude the Handbook of Digital Technology and Society by identifying topics that appear in multiple chapters, are more unique to some chapters, and that represent general themes across the material. Each of these is considered separately for the ESRC theme chapters and the non-ESRC chapters. In the ESRC theme chapters, cross-cutting research topics include digital divides and inequalities; data and digital literacy; governance, regulation, and legislation; and the roles and impacts of major platforms. Cross-cutting challenges include methods; theory development, testing, and evaluation; ethics; big data; and multi-platform/holistic studies. Gaps include policy implications, and digital culture. In the non-ESRC chapters, more cross-cutting themes include future research and methods; technology venues; relationships; content and creation; culture and everyday life; theory; and societal effects. More unique, these were digitization of self; managing digital experience; names for the digital/social era; ethics; user groups; civic issues; health, and positive effects. The chapter also shows how the non-ESRC chapters may be clustered together based on their shared themes and subthemes, identifying two general themes of more micro and more macro topics. The identification of both more and less common topics and themes can provide the basis for understanding the landscape of prior research, what areas need to be included in ongoing research, and what research areas might benefit from more attention. The chapter ends with some recommendations for such ongoing and future research in the rich, important, and challenging area of digital technology and society.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

A PRISMA Review of Research on Music Practice

2021 ◽  
pp. 102986492110055
Author(s):  
Ee Ran How ◽  
Leonard Tan ◽  
Peter Miksza
Keyword(s):  
Self Regulation ◽  
Deliberate Practice ◽  
Geographical Location ◽  
Final Analysis ◽  
The United States ◽  
Research Literature ◽  
Mental Practice ◽  
Future Research ◽  
Complex Activity ◽  
Music Practice

We employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to systematically review research on music practice from 1928 until June 2020 and identified a total of 3,102 records using our inclusion criteria, of which a total of 296 were eventually selected for the final analysis. We tabulated percentages and frequencies of (a) publications in ten-year periods, (b) type of publications, (c) sampling by geographical location, (d) methodologies used, (e) the top tenth percentile of the most highly cited research, and (f) topics covered. Our analyses reveal that particularly strong growth occurred in the literature between 2000 and 2020. In the literature we retrieved, the most commonly sampled research participants were those in the United States, followed by the United Kingdom and Australia. Quantitative research designs were most prevalent, accounting for two-thirds of all studies reviewed (66.2%), with questionnaires and recordings being the most common methods of data collection. Non-empirical papers (17.5%) as well as studies incorporating qualitative (13.5%) and mixed-methods designs (3.1%) were much less prevalent. Ericsson et al.’s (1993) seminal study of deliberate practice, Driskell et al.’s (1994) review of the research literature on mental practice, and Sloboda et al.’s (1996) study of young musicians were by far the most often cited. Overall, the most common topics addressed were deliberate practice, practice strategies, mental practice, the benefits of practice, metacognition, self-regulation, and self-efficacy, suggesting that music practice is a rich, multifaceted, and complex activity. In light of the findings, recommendations for practice and implications for future research are provided.

A Systematic Review of Practiced-Based Research of Complementary and Integrative Health Therapies as Provided for Pain Management in Clinical Settings: Recommendations for the Future and A Call to Action

Pain Medicine ◽  
2021 ◽  
Author(s):  
Natalie L Dyer ◽  
Jessica Surdam ◽  
Jeffery A Dusek
Keyword(s):  
Systematic Review ◽  
Rating Scale ◽  
Retention Rates ◽  
Future Research ◽  
Clinical Settings ◽  
Call To Action ◽  
Integrative Health ◽  
Positive Effects ◽  
Percent Improvement ◽  
Pain Outcomes

Abstract Objective The goal of this systematic review was to evaluate practice-based, real-world research of individualized complementary and integrative health (CIH) therapies for pain as provided in CIH outpatient clinics. Methods A systematic review was conducted using PubMed, Ovid, Cochrane, Web of Science, Scopus and Embase through Dec 2020. The study was listed in the PROSPERO database (CRD42020159193). Major categories of variables extracted included study details and demographics; interventions; and outcomes. Results The literature search yielded 3,316 records with 264 assessed for full text review. Of those, 23 studies (including ∼8,464 patients) were specific to pain conditions as a main outcome. Studies included chiropractic, acupuncture, multimodal individualized intervention/programs, physiotherapy, and anthroposophic medicine therapy. Retention rates ranged from 53% to 91%, with studies offering monetary incentives showing the highest retention. The 0–10 numerical rating scale was the most common pain questionnaire (n = 10, 43% of studies), with an average percent improvement across all studies and timepoints of 32% (range 18–60%). Conclusions Findings from this systematic review of practice-based, real-word research indicate that CIH therapies exert positive effects on various pain outcomes. Although all studies reported beneficial impacts on one or more pain outcomes, the heterogeneous nature of studies limits our overall understanding of CIH as provided in clinical settings. Accordingly, we present numerous recommendations to improve publication reporting and guide future research. Our call to action is future, practice-based CIH research is needed, but should be more expansive and in association with a CIH scientific society with academic and healthcare members.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals Combined Effect of Arginine, Valine, and Serine on Exercise-Induced Fatigue in Healthy Volunteers: A Randomized, Double-Blinded, Placebo-Controlled Crossover Study

Nutrients ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 862 ◽  
Author(s):  
Yuichi Tsuda ◽  
Makoto Yamaguchi ◽  
Teruyuki Noma ◽  
Eiji Okaya ◽  
Hiroyuki Itoh
Keyword(s):  
Amino Acids ◽  
Healthy Volunteers ◽  
Perceived Exertion ◽  
Ketone Bodies ◽  
Blood Analysis ◽  
Rating Of Perceived Exertion ◽  
Physical Parameters ◽  
Positive Effects ◽  
Exercise Induced ◽  
Double Blinded

Although several kinds of amino acids (AAs) are known to affect physiological actions during exercise, little is known about the combined effects of a mixture of several AAs on fatigue during exercise. The aim of the present study was to investigate the effect of an AA mixture supplement containing arginine, valine, and serine on exercise-induced fatigue in healthy volunteers. These AAs were selected because they were expected to reduce fatigue during exercise by acting the positive effects synergistically. A randomized, double-blinded, placebo-controlled crossover trial was conducted. Thirty-nine males ingested an AA mixture containing 3600 mg of arginine, 2200 mg of valine, and 200 mg of serine or a placebo each day for 14 days. On the 14th day, the participants completed an exercise trial on a cycle ergometer at 50% of VO2max for 120 min. After the two-week washout period, the participants repeated the same trial with the other test sample. The participant’s feeling of fatigue based on a visual analog scale (VAS) and a rating of perceived exertion (RPE), as well as blood and physical parameters were evaluated. The feeling of fatigue based on VAS and RPE were significantly improved in AA compared to those in placebo. In the blood analysis, the increase in serum total ketone bodies during exercise and plasma tryptophan/branched-chain amino acids were significantly lower in AA than those in placebo. The present study demonstrated that supplementation with an AA mixture containing arginine, valine, and serine reduced the feeling of fatigue during exercise. The AA mixture also changed several blood parameters, which may contribute to the anti-fatigue effect.

Crossing team boundaries: A theoretical model of team boundary permeability and a discussion of why it matters

2017 ◽  
Vol 71 (7) ◽  
pp. 925-950 ◽  
Author(s):  
Rebekah Dibble ◽  
Cristina B Gibson
Keyword(s):  
Theoretical Model ◽  
Future Research ◽  
Boundary Permeability

Given the context in which teams work today, many teams are necessarily dynamic and permeable; that is, workers must be able to move quickly and easily in and out of teams, across team boundaries. We develop a model of team boundary permeability that incorporates the features of the team that give rise to boundary permeability, the outcomes experienced by teams with permeable boundaries, and moderators that serve to enhance the benefits and mitigate the liabilities of boundary permeability. In doing so, we extend theory on the fluid nature of teams. We conclude with implications for theory, directions for future research and implications for practice.

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