A Universal Prevention Trial of Anxiety and Depressive Symptomatology in Childhood: Preliminary Data from an Australian Study

2001 ◽  
Vol 18 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Hayley M. Lowry-Webster ◽  
Paula M. Barrett ◽  
Mark R. Dadds
Keyword(s):  
Intervention Program ◽  
Comparison Group ◽  
Depressive Symptomatology ◽  
Intervention Group ◽  
School Curriculum ◽  
Behavioural Intervention ◽  
Universal Prevention ◽  
Post Intervention ◽  
Cognitive Behavioural ◽  
Long Term Follow Up

AbstractThis paper describes the development and preliminary findings of a program designed to prevent the development of anxiety and depressive symptoms in children aged 10 to 13 years. Using a universal prevention approach, a total of 594 children were randomly assigned on a class-by-class basis to either a 10-session family group CBT program (FRIENDS) routinely implemented as part of the school curriculum, or to a comparison group. Pre-post intervention changes were examined universally, and for children who scored above the clinical cut-off for anxiety at pretest. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms, regardless of their risk status, than the comparison group at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced improvements at posttest. Overall, these preliminary results appear to support the benefits of a school-based universal cognitive-behavioural intervention program. Implications of this study are discussed, and long-term follow-up measures are currently underway.

scholarly journals Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers

2020 ◽  
Vol 17 (13) ◽  
pp. 4891
Author(s):  
Cecilia Ruiz-Esteban ◽  
Jaime Terry Andrés ◽  
Inmaculada Méndez ◽  
Ángela Morales
Keyword(s):  
Motor Development ◽  
Intervention Program ◽  
Comparison Group ◽  
Intervention Group ◽  
Free Play ◽  
Post Intervention ◽  
Psychomotor Tests ◽  
Preschool Students ◽  
Leg Coordination ◽  
Before And After

This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.

scholarly journals Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

2021 ◽  
Vol 06 (04) ◽  
pp. 1-1
Author(s):  
Brandis M. Ansley ◽  
◽  
Meagan A. Wander ◽  
Keyword(s):  
Stress Management ◽  
Comparison Group ◽  
Secondary Trauma ◽  
Intervention Group ◽  
Self Care ◽  
Management Training ◽  
Medium Effects ◽  
Post Intervention ◽  
Stress Management Training ◽  
Quasi Experimental

Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators’ job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE’s feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-medium effects for increased cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study’s results support arguments for including stress management training during pre-service teaching internships.

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.

scholarly journals Brief Online Cognitive Behavioural Intervention for Dysfunctional Worry Related to the COVID-19 Pandemic: A Randomised Controlled Trial

2020 ◽  
pp. 1-9
Author(s):  
Tove Wahlund ◽  
David Mataix-Cols ◽  
Klara Olofsdotter Lauri ◽  
Elles de Schipper ◽  
Brjánn Ljótsson ◽  
...  
Keyword(s):  
Psychological Intervention ◽  
Controlled Trial ◽  
Intervention Group ◽  
Waiting List ◽  
Medium Effect ◽  
Behavioural Intervention ◽  
Serious Adverse Events ◽  
Cognitive Behavioural ◽  
Associated Symptoms ◽  
Cognitive Behavioural Intervention

<b><i>Introduction:</i></b> Worries about the immediate and long-term consequences of the COVID-19 pandemic may for some individuals develop into pervasive worry that is disproportionate in its intensity or duration and significantly interferes with everyday life. <b><i>Objective:</i></b> The aim of this study was to investigate if a brief self-guided, online psychological intervention can reduce the degree of dysfunctional worry related to the COVID-19 pandemic and associated symptoms. <b><i>Methods:</i></b> 670 adults from the Swedish general population reporting daily uncontrollable worry about CO­VID-19 and its possible consequences (e.g., illness, death, the economy, one’s family) were randomised (1:1 ratio) to a 3-week self-guided, online cognitive behavioural intervention targeting dysfunctional COVID-19 worry and associated symptoms, or a waiting list of equal duration. The primary outcome measure was a COVID-19 adapted version of the Generalised Anxiety Disorder 7-item scale administered at baseline and weeks 1–3 (primary endpoint). Follow-up assessments were conducted 1 month after treatment completion. The trial was registered on ClinicalTrials.gov (NCT04341922) before inclusion of the first participant. <b><i>Results:</i></b> The main pre-specified intention-to-treat analysis indicated significant reductions in COVID-19-related worry for the intervention group compared to the waiting list (β = 1.14, <i>Z</i> = 9.27, <i>p</i> &#x3c; 0.001), corresponding to a medium effect size (bootstrapped <i>d</i> = 0.74 [95% CI: 0.58–0.90]). Improvements were also seen on all secondary measures, including mood, daily functioning, insomnia, and intolerance of uncertainty. Participant satisfaction was high. No serious adverse events were recorded. <b><i>Conclusions:</i></b> A brief digital and easily scalable self-guided psychological intervention can significantly reduce dysfunctional worry and associated behavioural symptoms related to the COVID-19 pandemic.

Reductions in Parental Use of Corporal Punishment on Pre-School Children Following Participation in the Moms’ Empowerment Program

2016 ◽  
Vol 34 (8) ◽  
pp. 1563-1582 ◽  
Author(s):  
Andrew Grogan-Kaylor ◽  
Maria M. Galano ◽  
Kathryn H. Howell ◽  
Laura Miller-Graff ◽  
Sandra A. Graham-Bermann
Keyword(s):  
Corporal Punishment ◽  
Partner Violence ◽  
Intervention Program ◽  
Comparison Group ◽  
Physical Punishment ◽  
Parental Discipline ◽  
Post Intervention ◽  
Community Based ◽  
Standardized Measures ◽  
Empowerment Program

Corporal punishment is a widely used and widely endorsed form of parental discipline. Inter-partner violence places enormous stress upon women. The rate of corporal punishment is higher in homes where other types of domestic violence are also occurring. This study compares two groups: those who participated in an intervention for women exposed to intimate partner violence (The Moms’ Empowerment Program [MEP]) and those in a comparison group. Using standardized measures, women in both groups were assessed at baseline and at the end of the program, 5 weeks later. The 113 mothers who participated in the MEP program had significantly improved their parenting, such that they had less use of physical punishment post-intervention. Findings suggest that a relatively brief community-based intervention program can reduce the use of parental physical punishment even in disadvantaged populations coping with stressful circumstances.

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.

Personal Goals as Moderators of a Cognitive-Behavioural Intervention for Depressive Symptoms in College Students

2021 ◽  
pp. 1-22
Author(s):  
Marie-Laurence Paré ◽  
Diane Marcotte
Keyword(s):  
College Students ◽  
Depressive Symptoms ◽  
Intervention Group ◽  
Behavioural Intervention ◽  
Personal Goals ◽  
Preventive Program ◽  
Cognitive Behavioural ◽  
Post Test ◽  
Group A ◽  
In The Beginning

The objective of this pilot study was to assess the effects of the indicated level of a multilevel preventive program on depressive symptoms and to examine personal goals appraisal as a moderating factor among college students aged between 16 and 29 years old with depressive symptoms. Students were screened for anxious and depressive symptoms in the beginning of their semester. Those who scored higher than the cut-off score were invited to be part of the intervention group. A comparison group was formed with students who did not wish to participate with the intervention group. Thirty-six students were included in the analyses. Both groups completed pre-test, post-test, and follow-up questionnaires. Results indicated a reduction in depressive symptoms at post-test and these gains were maintained three months later. Students in the intervention group with a more positive appraisal of their academic and career goals showed fewer depressive symptoms than students in the intervention group with a less positive appraisal of these goals. Limitations and implications for further implementation are discussed.

A Pilot Intervention Designed to Address Behavioral Factors That Place Overweight/Obese Young Children at Risk for Later-Life Obesity

2017 ◽  
Vol 39 (8) ◽  
pp. 1192-1212 ◽  
Author(s):  
Leigh Small ◽  
Leroy Thacker ◽  
Heather Aldrich ◽  
Darya Bonds-McClain ◽  
Bernadette Melnyk
Keyword(s):  
Intervention Program ◽  
Externalizing Behaviors ◽  
Controlled Trial ◽  
Intervention Group ◽  
Later Life ◽  
Child Behaviors ◽  
Post Intervention ◽  
Child Externalizing Behaviors ◽  
Pilot Intervention ◽  
Post Hoc

The purpose of this pilot randomized controlled trial (RCT) was to intervene with parents of overweight/obese 4- to 8-year-old children to improve child internalizing and externalizing behaviors. Parent–child dyads ( N = 60) were randomly assigned to treatment or comparison conditions. Parents attended four intervention sessions at their child’s primary health care office over 3 months. Child behaviors were assessed at 0, 3, 6, and 12 months post intervention. Parental beliefs in their skills/abilities increased in the experimental group parents, but there was no statistical difference between groups at any time. Child externalizing behaviors significantly decreased from baseline to postintervention for both groups ( F = 3.26, p = .020). Post hoc model testing suggests that this change was more pronounced in the intervention group ( F = 0.56, p = .692). Child somatic symptoms significantly decreased over time ( F = 4.55, p = .004), and there were group differences in child depressive behaviors ( F = 6.19, p = .020). These findings suggest that a parent-focused intervention program demonstrated positive preliminary effects on children’s behaviors.

scholarly journals Dairy Foods Intake among Female Iranian Students: A Nutrition Education Intervention Using a Health Promotion Model

2016 ◽  
Vol 8 (10) ◽  
pp. 192 ◽  
Author(s):  
Tahereh Dehdari ◽  
Fereshteh Yekehfallah ◽  
Mitra Rahimzadeh ◽  
Naheed Aryaeian ◽  
Tahereh Rahimi
Keyword(s):  
Health Promotion ◽  
Nutrition Education ◽  
Intervention Program ◽  
Comparison Group ◽  
Intervention Group ◽  
Analysis Of Covariance ◽  
Education Intervention ◽  
Health Promotion Model ◽  
Dairy Foods ◽  
Dairy Consumption

<p><strong>Introduction:</strong> This aim of this study was to increase dairy consumption in students following an education intervention based on Pender’s Health Promotion Model (Pender’s HPM) variables.</p><p><strong>Methods: </strong>The study was done during September 2014-April 2015 in Savojbolagh, Alborz, Iran. The study sample included 142<strong> </strong>middle-school female students who were allocated to either the intervention (n=71) or the comparison group (n=71). Pender’s HPM variables and the daily servings of dairy foods consumed were measured in both groups by a self-administered questionnaire and a 3 d record before the intervention and 4 weeks later. The 4-week intervention was conducted for the intervention group. The data was analyzed through analysis of covariance and paired t<em> </em>tests.</p><p><strong>Results:</strong> Compared to the comparison group, there were significant differences in Pender’s HPM variables (except for the negative feelings, perceived barriers and competing demands), the daily servings of dairy foods consumed, and intakes of Calcium, riboflavin, and vitamin A in the intervention participants following the conducted intervention program.</p><p><strong>Conclusion: </strong>Developing<strong> </strong>theory-driven nutrition education programs may increase student's dairy foods intake.</p>

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