scholarly journals Existential therapy for children: impact of a philosophy for children intervention on positive and negative indicators of mental health in elementary school children

2020 ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Carina Di Tomaso ◽  
David Lefrançois ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Abstract BackgroundPhilosophy for children (P4C) was initially developed in the 1970’s, and served as an educational program to promote critical thinking, caring and creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop children’s capacity to think by and for themselves, has suggested it could be an interesting intervention to foster greater basic psychological need satisfaction in children in school settings.ObjectiveThe goal of the present study was to evaluate the impact of P4C on basic psychological need satisfaction and mental health in elementary school students. To do so, a randomized cluster trial with a wait-list control group was implemented. MethodStudents from grades one to three (N = 57) took part in this study and completed pre- and post-intervention questionnaires.ResultsANCOVAs revealed a significant effect of group condition on levels of autonomy and anxiety, after controlling for baseline levels. Participants in the experimental group showed higher scores in autonomy, when compared to participants in the control group, whereas for anxiety, participants in the experimental group showed lower scores in anxiety, when compared to participants in the control group.ConclusionOverall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health.

scholarly journals Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children

2021 ◽  
Vol 18 (23) ◽  
pp. 12332
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Carina Di Tomaso ◽  
David Lefrançois ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Need Satisfaction ◽  
Control Group ◽  
Philosophy For Children ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Experimental Group

Background: Philosophy for children (P4C) was initially developed in the 1970s and served as an educational program to promote critical thinking, caring, creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop children’s capacity to think by and for themselves, has suggested it could be an interesting intervention to foster greater basic psychological need satisfaction in children in school settings. Objective: The goal of the present study was to evaluate the impact of P4C on basic psychological need satisfaction and mental health in elementary school students. Method: Students from grades one to three (N = 57) took part in this study and completed pre- and post-intervention questionnaires. A randomized cluster trial with a wait-list control group was implemented to compare the effects of P4C on students’ mental health. Results: Analyses of covariance (ANCOVAs) revealed a significant effect of group condition on levels of autonomy and anxiety, after controlling for baseline levels. Participants in the experimental group showed higher scores in autonomy, when compared to participants in the control group, and participants in the experimental group showed lower anxiety scores, when compared to participants in the control group. Conclusion: Overall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health.

The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

1969 ◽  
Vol 12 (2) ◽  
pp. 319-325 ◽  
Author(s):  
Thomas H. Shriner ◽  
Mary Sayre Holloway ◽  
Raymond G. Daniloff
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Control Group ◽  
Normal Children ◽  
The Relationship ◽  
Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

scholarly journals The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

2019 ◽  
Vol 11 (10) ◽  
pp. 16 ◽  
Author(s):  
Yang Gyeong Yoo ◽  
Min Jeong Lee ◽  
Boas Yu ◽  
Mi Ra Yun
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Control Group ◽  
Smartphone Addiction ◽  
Post Intervention ◽  
Positive Effects ◽  
School Based ◽  
Quasi Experimental ◽  
Experimental Group

BACKGROUND: Aim of current study was to examine the effects of school-based mind subtraction meditation program on smartphone addiction tendency and mental health of third grade students in a South Korean elementary school. MATERIALS & METHODS: A quasi-experimental design with nonequivalent comparison groups was used. An experimental group (n = 24), who participated in the school-based meditation program, and a control group (n = 22), who did not participate in the program, were measured pre-test, post-test, and also three months after the completion of this study on smartphone addiction tendency and mental health. RESULTS: The study result showed a significant decrease in smartphone addiction tendency and also significant improvements in mental health variables of depression, anxiety, aggression, and impulsivity for the experimental group. These improvements were shown to continue even after the study completion when measured post-intervention at three months. CONCLUSION: This study demonstrated that the mind subtraction meditation program had positive effects on smartphone addiction tendency and mental health variables. It can be suggested from this study to recommend mind subtraction meditation as one of feasible strategies to prevent smartphone addiction and to improve mental health status in elementary school children. Further, this study meaningfully supports positive beneficial evidence of meditation program utilization in schools.

scholarly journals Clarifying the influence of sport education on basic psychological need satisfaction in high school students

Motricidade ◽  
2018 ◽  
Vol 14 (2-3) ◽  
pp. 48-58 ◽  
Author(s):  
Rafael Burgueño ◽  
Belén Cueto-Martín ◽  
Esther Morales-Ortiz ◽  
Payla Cristina Silva ◽  
Jesus Medina-Casaubón
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Based on Self-Determination Theory, this research aimed to examine la influence of Sport Education on basic psychological need satisfaction in the sport teaching-learning process that takes place in Physical Education. The participants were 44 high school students (22 men and 22 women; Mage = 16.32, SDage = 0.57) and 2 Physical Education pre-service teachers. The design was a quasi-experimental study with, a priori, non-equivalent control group using pre- and post- intervention measures and intra- and inter- analyses. The intervention consisted of 12 basketball sessions both for the experimental group (n = 22), which developed Sport Education, and for the control group (n = 22), which developed the traditional teaching. The results showed that Sport Education significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis. In its conclusion, the suitability of Sport Education to contribute developing students’ basic psychological need satisfaction in the sport teaching-learning process in Physical Education was indicated.

Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students

2012 ◽  
Vol 34 (3) ◽  
pp. 365-396 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Ik Soo Moon
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Equation Model ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, skill development, future intentions, and academic achievement at the beginning, middle, and end of the semester. Observers’ ratings and students’ self-reports confirmed that the intervention was successful. Repeated-measures ANCOVAs showed that the students of teachers in the experimental group showed midsemester and end-of-semester improvements in all dependent measures. A multilevel structural equation model mediation analysis showed why the teacher-training program produced improvements in all six student outcomes—namely, teachers in the experimental group vitalized their students’ psychological need satisfaction during PE class in ways that teachers in the control group were unable to do, and it was this enhanced need satisfaction that explained the observed improvements in all six outcomes.

Healthy Hands: Use of Alcohol Gel as an Adjunct to Handwashing in Elementary School Children

2004 ◽  
Vol 20 (3) ◽  
pp. 161-167 ◽  
Author(s):  
Jennifer L. Morton ◽  
Alyce A. Schultz
Keyword(s):  
Elementary School ◽  
Hand Hygiene ◽  
School Children ◽  
Elementary School Children ◽  
School Age Children ◽  
Control Group ◽  
Experimental Phase ◽  
Elementary School Age ◽  
Infectious Illness ◽  
Experimental Group

Elementary school-age children are particularly vulnerable to infections. While handwashing is the best method of preventing infections, many elementary schools are housed in buildings that have barriers to effective hand hygiene. The purpose of this study was to determine the effectiveness of an alcohol gel as an adjunct to handwashing in reducing absenteeism secondary to infectious illness. Two-hundred and fifty-three elementary school children were randomized by classroom into an experimental or control group. With a crossover design, all children participated in both groups, with a one-week washout period between phases. A 45-minute “Germ Unit” was taught to all children as they started the experimental phase and a standard unit on hand hygiene was taught as they started the control phase. Sixty-nine children were absent due to illness while in the control group. Thirty-nine children became ill while in the experimental group. Alcohol gel as an adjunct to handwashing was shown to be effective in reducing absenteeism due to infectious illness by 43%.

2013 BASIC CURRICULUM EDUCATION PROTOTYPE MODEL LEARNING

2018 ◽  
Vol 4 (2) ◽  
pp. 32-38
Author(s):  
Samsudin Samsudin ◽  
Sudarso Sudarso ◽  
Khaeroni Khaeroni
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Posttest Score ◽  
Control Group ◽  
P Value ◽  
Significance Level ◽  
Motion Learning ◽  
Basic Motion ◽  
Experimental Group

This research and development aims to produce a locomotor-based basic motion learning model for elementary school children. Specifically this study aims to: 1) Produce products based on locomotor basic motion learning models for elementary school children; 2) Test the effectiveness of locomotor-based basic motion learning models for elementary school children. The research method used in this research is the research and development method of Borg and Gall. Pretest and Posttest Exploitation Tests aim to find out whether there is an increase. The research conclusion is stated to be significant if t count> t table at 5% significance level and p <0.05. The average pretest score of the experimental group was 6.15 and the average posttest score was 9.95. so it has increased in the locomotor base motion of 3,800, t count> t table at 5% significant level (33,230> 2,042) and has a p value of 0.00 <0,05 which means it can be concluded that there is a significant increase in the results of basic motion in the experimental group . Pretest t test and posttest control aims to find out whether there is an increase. The research conclusion is stated to be significant if t count> t table at 5% significance level and p <0.05. The average value of the pretest of the control group was 6.1 and the average posttest score was 7.75 so that it increased in the locomotor basic motion of 1.65, t count> t table at a significant level of 5% (9,927> 2,042) and had a p value of 0,000 <0,05 which means it can be concluded that there is a significant increase in the results of basic motion in the control group. Furthermore, to see the effect of treatment based on its significance is to use a statistical test using a mean difference test of two independent meanings. Analysis of independent-sample t-test on the posttest of the experimental class and posttest of the control group aims to find out whether there is a significant difference in posttest scores in the experimental group and the control group. The research conclusion is stated to be significant if t count> t table at 5% significance level and p <0.05. Summary of posttest test, it is known that the average locomotor basic motion of the experimental group is 9.95 and the average locomotor base motion of the control group is 7.75. So that it can be concluded that the average locomotor basic motion of the experimental group 2.5 is better than the control group. It is known that t count is 9,515 with a significant 0.002. T table obtained from db 78 at a significant level of 5% is 1.671 so the value of t count> t table (9,515> 1,671). And it was concluded that there was a significant and effective influence for elementary school children.   Keywords: basic, scientific motion

scholarly journals Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes

2021 ◽  
Vol 11 (7) ◽  
pp. 316
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Intrinsic Motivation ◽  
Teaching Efficacy ◽  
Need Satisfaction ◽  
Control Group ◽  
Direct Effects ◽  
Web Based ◽  
Psychological Need ◽  
Experimental Group ◽  
Supportive Intervention ◽  
Psychological Need Satisfaction

The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group. Manipulation checks indicated that the intervention was effective as students perceived the experimental group PE teachers as more autonomy-supportive and less controlling compared to the control group at the one-month follow-up. In the main analysis, results of the path analysis demonstrated direct effects of the intervention on changes in teachers’ self-reported autonomy-supportive behaviour, and on teaching efficacy for students’ engagement. There were also significant direct effects from changes in autonomy-supportive behaviour on changes in psychological need satisfactions, from psychological need satisfaction on intrinsic motivation, and from intrinsic motivation on teaching efficacy for students’ engagement. Finally, the intervention had an indirect effect on changes in teaching efficacy for students’ engagement via changes in teachers’ autonomy-supportive behaviour, psychological need satisfaction, and intrinsic motivation. These findings provided insight on the effects of a web-based autonomy-supportive intervention for PE teachers on several teachers’ outcomes in the context of PE.

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