An RCT of an Online Parenting Program for Parents of Preschool-Aged Children With ADHD Symptoms

2016 ◽  
Vol 24 (12) ◽  
pp. 1716-1726 ◽  
Author(s):  
Nike Franke ◽  
Louise J. Keown ◽  
Matthew R. Sanders
Keyword(s):  
Parental Stress ◽  
Self Efficacy ◽  
Intervention Group ◽  
Well Being ◽  
Parenting Program ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Parenting Satisfaction ◽  
Behavior Difficulties ◽  
Self Help

Objective: This randomized control trial evaluated the efficacy of an online self-help program in a sample of parents of preschoolers with ADHD symptoms. Method: Parents were randomly assigned to the intervention group ( n = 27) or the delayed intervention group ( n = 26). Child behavior measures were completed by mothers, fathers, and teachers, and parenting measures were completed by mothers. Results: Intent-to-treat analyses indicated significant post-intervention improvements in mother-rated child hyperactivity/inattention, restlessness/impulsivity, defiance/aggression, social functioning, and teacher-rated prosocial behavior, as well as significant improvements in maternal over-reactivity, verbosity, laxness, positive parenting, parenting satisfaction, self-efficacy, stress, and depression. At 6-month follow-up, effects were maintained for maternal over-reactivity and verbosity, parenting satisfaction and self-efficacy, and parental stress and depression. Conclusion: This study provides evidence for the effectiveness of an online self-help parenting program in reducing preschool inattentive behavior difficulties, and in increasing parenting competence, satisfaction in the parenting role, and maternal well-being.

scholarly journals The efficacy of a resilience-enhancement program for mothers in Japan based on emotion regulation: study protocol for a randomized controlled trial

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Hiromi Tobe ◽  
Mariko Sakka ◽  
Kiyoko Kamibeppu
Keyword(s):  
Emotion Regulation ◽  
Child Maltreatment ◽  
Parental Stress ◽  
Controlled Trial ◽  
Intervention Group ◽  
Well Being ◽  
Self Report ◽  
Baseline Survey ◽  
Control Group ◽  
Post Intervention

Abstract Background The demands of daily life often cause mothers high levels of distress and other negative emotions. Anger, including harsh verbal discipline, has been linked to child maltreatment, with long-term adverse effects on a child’s well-being. It is critically important to teach mothers stress management and emotion regulation in addition to parenting skills, but this is yet to be conducted in a formalized manner. Strengthening the multiple protective factors that constitute resilience helps reduce distress. The aim of this study is to evaluate the efficacy of a resilience-enhancement program for mothers. Methods We designed a two-arm, parallel, randomized trial with an active control. Mothers and their partners with children between three and six years old will be recruited. Following an online baseline survey, 140 mothers will be randomly allocated to either an intervention or control group. Self-report assessment will be conducted online post-intervention and at a two-month follow-up. The control group will participate in a serious of group discussions. The intervention group will participate in four bi-weekly 120-min sessions of a Cognitive Behavior Therapy-based program designed to enhance resilience, focusing on emotion regulation through cognitive reappraisal. Participants will be encouraged to apply and share the skills they acquire with their partner and children at home. Partners will also be assessed to explore their indirect influence from the mothers. Intention-to-treat analysis will be conducted and the two groups will be compared, applying covariate analysis. The primary outcome of the intervention is improved resilience. Secondary outcomes include improved anger control, self-esteem, cognition of children’s misbehavior, and reduced parental stress. Discussion To the best of our knowledge, this study will evaluate the first resilience-enhancement program focused on emotion regulation for mothers in Japan. It will contribute to the existing body of knowledge on building emotional resilience. If the program is found to be effective, it will provide an alternative means to enhance mothers’ resilience against stress and improve their ability to regulate emotion. In so doing, it will offer a way to prevent child maltreatment and protect the mental health of children and families. Trial registration UMIN000027232, May 3, 2017.

scholarly journals Grandparent Resilience: Improving Self-Efficacy in Grandparents Raising Grandchildren

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 510-510
Author(s):  
Aimee Fox ◽  
Nathaniel Riggs ◽  
Loriena Yancura ◽  
Christine Fruhauf
Keyword(s):  
Self Efficacy ◽  
Emotional Health ◽  
Well Being ◽  
Individual Variability ◽  
Health Issues ◽  
Grandparents Raising Grandchildren ◽  
Post Intervention ◽  
Paired Samples ◽  
Post Test

Abstract Grandparents often protect against childhood trauma and promote resilience through their nurturance, love, and support when raising grandchildren. Despite the beneficial role grandparents have on their grandchildren, grandparents may experience challenges of their own, including physical, mental, and emotional health issues, lack of resources, and social isolation. Few interventions exist to help grandparents successfully adapt to the challenges they face as primary parenting figures. The purpose of this study was to test preliminary efficacy of a strengths-based intervention for grandparents raising grandchildren aimed at increasing self-care behaviors, managing emotions, and connecting to community resources. Grandparents (N = 137) providing primary care to grandchildren were recruited to participate in a single-group, pre- and post-test design, 6-week intervention. Self-efficacy was assessed at baseline, post-intervention, and at a 6-month follow-up. To evaluate who the intervention might be most beneficial for, grandparents’ service knowledge, perceived support from others, and length of care provided, measured at baseline, were analyzed for moderating effects. Results of paired-samples t-tests reveal significant increases in self-efficacy (p = .013) from baseline to post-test, which were maintained at the 6-month follow-up (p = .010). Hierarchical multiple regression showed interaction effects of the hypothesized moderators were not significant, indicating improvements in self-efficacy regardless of individual variability at baseline. As demonstrated, interventions can be effective at increasing self-efficacy in grandparents raising grandchildren and strengths-based approaches have the potential to provide universal benefits to grandparents, thus improving functioning in grandfamilies and promoting the health and well-being of grandparents and their grandchildren.

scholarly journals Effectiveness of a Technology-Based Supportive Educational Parenting Program on Parental Outcomes in Singapore: Protocol for a Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Shefaly Shorey ◽  
Yvonne Peng Mei Ng ◽  
An Ling Siew ◽  
Joanne Yoong ◽  
Evalotte M�relius
Keyword(s):  
Social Support ◽  
Randomized Controlled Trial ◽  
Self Efficacy ◽  
Transition To Parenthood ◽  
Controlled Trial ◽  
Well Being ◽  
Perinatal Period ◽  
Educational Programs ◽  
Parenting Program ◽  
Randomized Controlled

BACKGROUND Supportive educational programs during the perinatal period are scarce in Singapore. There is no continuity of care available in terms of support from community care nurses in Singapore. Parents are left on their own most of the time, which results in a stressful transition to parenthood. There is a need for easily accessible technology-based educational programs that can support parents during this crucial perinatal period. OBJECTIVE The aim of this study was to describe the study protocol of a randomized controlled trial on a technology-based supportive educational parenting program. METHODS A randomized controlled two-group pretest and repeated posttest experimental design will be used. The study will recruit 118 parents (59 couples) from the antenatal clinics of a tertiary public hospital in Singapore. Eligible parents will be randomly allocated to receive either the supportive educational parenting program or routine perinatal care from the hospital. Outcome measures include parenting self-efficacy, parental bonding, postnatal depression, social support, parenting satisfaction, and cost evaluation. Data will be collected at the antenatal period, immediate postnatal period, and at 1 month and 3 months post childbirth. RESULTS Recruitment of the study participants commenced in December 2016 and is still ongoing. Data collection is projected to finish within 12 months, by December 2017. CONCLUSIONS This study will identify a potentially clinically useful, effective, and cost-effective supportive educational parenting program to improve parental self-efficacy and bonding in newborn care, which will then improve parents’ social support–seeking behaviors, emotional well-being, and satisfaction with parenting. It is hoped that better supported and satisfied parents will consider having more children, which may in turn influence Singapore’s ailing birth rate. CLINICALTRIAL International Standard Randomized Controlled Trial Number (ISRCTN): 48536064; https://www.isrctn.com/ISRCTN48536064 (Archived by WebCite at http://www.webcitation.org/6wMuEysiO)

scholarly journals Effects of an intervention to reduce fear of falling and increase physical activity during hip and pelvic fracture rehabilitation

2020 ◽  
Vol 49 (5) ◽  
pp. 771-778 ◽  
Author(s):  
Klaus Pfeiffer ◽  
Karin Kampe ◽  
Jochen Klenk ◽  
Kilian Rapp ◽  
Michaela Kohler ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Performance ◽  
Pelvic Fracture ◽  
Self Efficacy ◽  
Fear Of Falling ◽  
Intervention Group ◽  
Inpatient Rehabilitation ◽  
Control Group ◽  
Behavioural Intervention ◽  
Post Intervention

Abstract Background fear of falling and reduced fall-related self-efficacy are frequent consequences of falls and associated with poorer rehabilitation outcomes. To address these psychological consequences, geriatric inpatient rehabilitation was augmented with a cognitive behavioural intervention (“Step by Step”) and evaluated in a RCT. Methods one hundred fifteen hip and pelvic fracture patients (age = 82.5 years, 70% female) admitted to geriatric inpatient rehabilitation were randomly allocated to the intervention or control group. The intervention consisted of eight additional individual sessions during inpatient rehabilitation, one home visit and four telephone calls delivered over 2 months after discharge. Both groups received geriatric inpatient rehabilitation. Primary outcomes were fall-related self-efficacy (short falls efficacy scale-international) and physical activity as measured by daily walking duration (activPAL3™ sensor) after admission to rehabilitation, before discharge and 1-month post-intervention. Results in covariance analyses, patients in the intervention group showed a significant improvement in fall-related self-efficacy (P = 0.025, d = −0.42), but no difference in total daily walking duration (P = 0.688, d = 0.07) 1-month post-intervention compared to the control condition. Further significant effects in favour of the intervention group were found in the secondary outcomes “perceived ability to manage falls” (P = 0.031, d = 0.41), “physical performance” (short physical performance battery) (P = 0.002, d = 0.58) and a lower “number of falls” (P = 0.029, d = −0.45). Conclusions the intervention improved psychological and physical performance measures but did not increase daily walking duration. For the inpatient part of the intervention further research on the required minimum intensity needed to be effective is of interest. Duration and components used to improve physical activity after discharge should be reconsidered.

How Can We Enhance the Sense of Self-Efficacy in Epilepsy Individual Responses from 2 Qualitative Case Reports

2017 ◽  
Vol 24 (4) ◽  
pp. 215-224 ◽  
Author(s):  
Rosa Michaelis ◽  
Christina Niedermann ◽  
Bettina Berger
Keyword(s):  
Self Efficacy ◽  
Focal Epilepsy ◽  
Single Case ◽  
Case Reports ◽  
Sense Of Self ◽  
Well Being ◽  
Self Awareness ◽  
Structured Interviews ◽  
Post Intervention ◽  
Psychotherapeutic Interventions

Background: Epilepsy is a serious, common and chronic neurological condition characterized by an increased disposition to suffer occasional seizures. Psychological interventions may enhance the well-being of individuals with epilepsy. So far, no qualitative study has investigated the complex effects of psychotherapeutic interventions in epilepsy. Methods: This study examined the questions as to if and how the participation in a patient-centered 6-month resource-oriented mindfulness-based intervention would enhance an individual's well-being and sense of self-efficacy. Pre- and post-intervention semi-structured interviews were conducted with a total of 9 participants. Qualitative data analysis (Mayring) in an inter-professional group was combined with the evaluation of the Quality of Life in Epilepsy Inventory-31. The case reports follow the CAse REport Guidelines for Anthroposophic Art Therapies (CARE-AAT). To show the diverse nature of individual intervention objectives, we chose the single case study format, contrasting 2 participants with diagnosed focal epilepsy. Results: Pre-intervention deductive and inductive outcome categories revealed high levels of stress regarding personal seizure experience and loss of autonomy, for both participants. Post-intervention interviews consist of increased seizure-related self-efficacy and self-awareness: while minimizing the debilitating impact of the seizures on her life was relevant to Iris, Carl developed a personalized aura interruption technique. Conclusions: These qualitative case analyses suggest that enhanced psychological well-being and even positive medical results may be achieved when epilepsy care focuses on the wishes that are most meaningful to the individual. The possibility of improving the quantitative evaluation of the effects of psychotherapeutic interventions needs to be explored.

scholarly journals Effects of Active Video Games on Children’s Psychosocial Beliefs and School Day Energy Expenditure

2019 ◽  
Vol 8 (9) ◽  
pp. 1268 ◽  
Author(s):  
Zan Gao ◽  
Zachary C. Pope ◽  
Jung Eun Lee ◽  
Minghui Quan
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Intervention Group ◽  
Outcome Expectancy ◽  
Caloric Expenditure ◽  
Post Intervention ◽  
Active Video Games ◽  
Active Video ◽  
School Day ◽  
Post Intervention Group

Purpose: Examine the effects of active video games (AVGs) on children’s school-day energy expenditure (EE) and physical activity (PA)-related self-efficacy, social support, and outcome expectancy over 9 months. Method: Participants were 81 fourth grade students ( X ¯ age = 9.23 years, SD = 0.62; 39 girls) from two urban Minnesota elementary schools. A once-weekly 50 min AVG intervention was implemented in the intervention school for 9 months in 2014–2015 while the control school continued regular recess. Children’s school-day EE (daily caloric expenditure) and mean daily metabolic equivalent (MET) values were estimated via accelerometry whereas self-efficacy, social support, and outcome expectancy were assessed with psychometrically-validated questionnaires. All measures were completed at baseline and at the 4th and 9th months. Results: We observed significant interaction effects for daily caloric expenditure, F(1, 58) = 15.8, p < 0.01, mean daily MET values, F(1, 58) = 11.3, p < 0.01, and outcome expectancy, F(1, 58) = 4.5, p < 0.05. Specifically, intervention children had greater increases in daily caloric expenditure (91 kilocalorie/day post-intervention group difference), with control children decreasing daily caloric expenditure over time. We observed identical trends for mean daily MET values (0.35 METs/day post-intervention group difference). Interestingly, we observed outcome expectancy to increase in the control children, but decrease among intervention children, at post-intervention (1.35 group difference). Finally, we observed a marginally significant interaction effect for social support, F(1, 58) = 3.104, p = 0.08, with an increase and decrease seen in the intervention and control children, respectively. We observed no interaction or main effects for self-efficacy. Discussion: Observations suggested an AVG intervention contributed to longitudinal increases in school-day EE and social support compared to the control condition. Future research should examine how self-efficacy and outcome expectancy might be promoted during school-based AVG interventions.

Raising a Red Flag on Dating Violence: Evaluation of a Low-Resource, College-Based Bystander Behavior Intervention Program

2016 ◽  
Vol 33 (22) ◽  
pp. 3480-3501 ◽  
Author(s):  
Amanda E. Borsky ◽  
Karen McDonnell ◽  
Monique Mitchell Turner ◽  
Rajiv Rimal
Keyword(s):  
Dating Violence ◽  
Self Efficacy ◽  
Intervention Program ◽  
Intervention Group ◽  
Behavior Intervention ◽  
Bystander Behavior ◽  
Post Intervention ◽  
Low Resource ◽  
Red Flag ◽  
Bystander Behaviors

Encouraging bystanders to intervene safely and effectively in situations that could escalate to violence—known as bystander behavior programs—is a growing yet largely untested strategy to prevent dating violence. Using a quasi-experimental design, we evaluate a low-resource, low-intensity intervention aimed at preventing dating violence among college students. The integrated behavioral model (IBM) was used to guide the evaluation. We also assess which IBM variables were most strongly associated with bystander behaviors. Participants were drawn from two Virginia colleges that predominantly train females in the health profession sciences. The intervention group ( n = 329) participated in a university-wide bystander behavior intervention consisting of a 30-min presentation on dating violence at new-student orientation and a week-long “red flag” social marketing campaign on campus to raise awareness of dating violence. Controlling for changes at the comparison university, results showed an increase in bystander behaviors, such as encouraging a friend who may be in an abusive relationship to get help, after the intervention and adjusting for potential confounders (increase of 1.41 bystander behaviors, p = .04). However, no significant changes were found for bystander intentions, self-efficacy, social norms, or attitudes related to dating violence from pre- to post-intervention. Self-efficacy had a direct relationship with bystander behaviors. Results suggest that low-resource interventions have a modest effect on increasing bystander behaviors. However, higher resource interventions likely are needed for a larger impact, especially among students who already demonstrate strong baseline intentions to intervene and prevent dating violence.

scholarly journals Person-Centred, Occupation Based Intervention Program Supported with Problem-Solving Therapy for Type 2 Diabetes: a randomized controlled trial

2020 ◽  
Author(s):  
Zeynep Bahadır Ağce ◽  
Gamze Ekici
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Problem Solving ◽  
Self Efficacy ◽  
Intervention Group ◽  
Well Being ◽  
Problem Solving Therapy

Abstract Background: Individuals with diabetes mellitus both have difficulty in solving problems in daily life and have similar difficulties with self-care regimens. We examined the effect of occupation-based intervention supported with problem-solving therapy of individuals with type 2 diabetes mellitus on participation and satisfaction of meaningful occupations, diabetes-related psychosocial self-efficacy, preferred coping strategies and individual well-being. Methods: This study was planned as a single-blind, randomized controlled study with 3-months’ follow-up involving sixty-seven adults with type 2 diabetes. The Canadian Occupational Performance Measure, the Diabetes Empowerment Scale, the Brief COPE and the Five-item World Health Organization Well-Being Index were used. The intervention was conducted in 6 modules, and each implemented about 60 minutes and for 1 session per week. The six modules included evaluations, diabetes education, and problem-solving therapy. The most important feature of the program is its focus on meaningful occupations for the person and provided an opportunity for the participants to apply problem-solving therapy through valued occupation. Differences between groups were analysed with the Mann Whitney U test, and the Friedman test was used to calculate group-time interaction differences (i.e. baseline, after six modules and after three months). Results: Individuals with type 2 diabetes mellitus in both groups identified the most significant meaningful activity problems in self-care as personal care. Significant improvement was reported in the intervention group when compared to the control group regarding the participation in meaningful occupation, the satisfaction of performance, psychological self-efficacy and well-being results (p<0.001) after the six modules and 3 months follow-up. The participants' use of the effective coping strategies, active coping and acceptance strategies, self-efficacy as revealed results showed improvement in favor of the intervention group (p<0.05). The intervention group showed significantly improving between measurements at baseline and after three months of modules except for ineffective coping style (p<0.001). Conclusions: The person-centred occupation-based problem-solving therapy encourages participation in meaningful occupations, positive effects on psychological self-efficacy, and improves effective coping styles and well-being of type 2 diabetes mellitus. Problem-solving therapies that incorporate individuals’ priorities via meaningful occupation could be used to supported to lead a meaningful life of individuals of type 2 diabetes mellitus. Trial Registration: ClinicalTrials.gov Identifier: NCT03783598. Retrospectively Registered. First Posted-December 21, 2018, Last Update Posted-February 18, 2020. Key words: Diabetes mellitus, Person-centred, Occupation-based, Problem-solving, Psychosocial self-efficacy, Coping, Well-being, Quality of life, Occupational therapy

scholarly journals Improve Management of Mental Well-being and Empathy in Chinese Medical Students: A Randomized Controlled Study

2021 ◽  
Author(s):  
Rong Rong ◽  
Wei Chen ◽  
Zihao Dai ◽  
Jingli Gu ◽  
Weiying Chen ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Chi Square ◽  
Chinese Medical Students ◽  
Chi Square Test ◽  
Interventional Group ◽  
Mental Well Being

Abstract Background: The Chinese medical students suffer from high prevalent mental health-related issues and low empathy. Effective strategies to improve the situations are lacking. This study aims to investigate the efficacy of the well-designed interventional courses to enhance the mental health and empathy of the senior Chinese medical students. Methods: A total of 146 3rd and 4th year medical students were randomized to intervention group (n=74) and control group (n=72). A pilot study including 5 pre-clinical students and 5 interns was first carried out to determine the themes and contents of the interventional courses. The designed courses were delivered in the intervention group once a month for three times, while the control group had no specific intervention. Five self-assessment questionnaires including the General Self-Efficacy (GSE), Medical Outcomes Study Short Form 8 (SF-8), Patient Health Questionnaire-9 (PHQ-9), Maslach Burnout Inventory (MBI), and Jefferson Scale of Empathy-Health Care Provider Student version (JSE-HPS) that separately evaluated the level of self-efficacy (SE), quality of life (QoL), depression, burnout, and empathy were completed by the students before and one month after the courses. Qualitative data were collected via e-mails two year after the intervention.Results: Compared to the control group, the interventional group showed significantly higher scores of the empathy (111.0 [IQR 102.0, 118.0] vs 106.0 [IQR 93.0, 111.5]; P = .01) and QoL (32.0 [IQR 28.0, 35.0] vs 29.5 [IQR 26.0, 34.0]; P = .04). The rate of depression was significantly decreased in the interventional group compared to that in the control group (13.5% vs 29.2%; Chi-square test, P = .02). However, no significant differences of self-efficacy (25.6 ± 4.8 vs 24.3 ± 6.3; P = .16) and burnout (27.0% vs 34.7%; Chi-square test, P = .31) were observed between the two groups.Conclusions: The well-designed interventional courses had a positive impact on the mental well-being and empathy in senior Chinese medical students, which may help provide novel information for incorporation into the medical school curriculum.

scholarly journals Person-Centred, Occupation Based Intervention Program Supported with Problem-Solving Therapy for Type 2 Diabetes: a randomized controlled trial

2020 ◽  
Author(s):  
Zeynep Bahadır Ağce ◽  
Gamze Ekici
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Problem Solving ◽  
Self Efficacy ◽  
Intervention Group ◽  
Well Being ◽  
Occupational Performance ◽  
Problem Solving Therapy

Abstract Background: Individuals with diabetes mellitus both have difficulty in solving problems in meaningful occupations and have similar difficulties with self-care regimens. We examined the effects of occupation-based intervention supported with problem-solving therapy of individuals with type 2 diabetes mellitus on participation and satisfaction of meaningful occupations, diabetes-related psychosocial self-efficacy, preferred coping strategies and individual well-being. Methods: This study was planned as a single-blind, randomized controlled study with a 3-months follow-up involving sixty-seven adults with type 2 diabetes. The Canadian Occupational Performance Measure, the Diabetes Empowerment Scale, the Brief COPE and the Five-item World Health Organization Well-Being Index were used. The intervention was conducted in six modules for six weeks, and each implemented about 60 minutes and for one session per week. The six modules included evaluations, diabetes education, and problem-solving therapy. The most important feature of the program is its focus on meaningful occupations for the person via a holistic perspective and provided an opportunity for the participants to apply problem-solving therapy through valued occupation. Differences between groups were analysed using the Mann-Whitney U test, and the Friedman test was used to calculate group-time interaction differences (i.e., baseline, after six weeks and after three months). Results: Individuals with type 2 diabetes mellitus in both groups identified the most significant occupational performance problems in self-care as personal care. Significant improvement was reported in the intervention group when compared to the control group regarding the participation in meaningful occupation, the satisfaction of performance, psychological self-efficacy and well-being results (p<0.001) after the six modules and three months follow-up. The participants' use of effective coping strategies, active coping and acceptance strategies, self-efficacy as revealed results suggest improvement in favor of the intervention group (p<0.05). The intervention group showed significantly improving between measurements at baseline and after three months of modules except for ineffective coping style (p<0.001). Conclusions: The occupation-based problem-solving therapy encourages participation in meaningful occupations, positive effects on psychological self-efficacy, and improves effective coping styles and well-being of type 2 diabetes mellitus. Problem-solving therapies that incorporate individuals’ priorities via meaningful occupation can be used to lead a meaningful and quality life of individuals with type 2 diabetes mellitus

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