scholarly journals Adolescents challenging discrimination: The benefits of a perspective-taking and action-planning intervention on self-efficacy

2021 ◽  
Author(s):  
Lukas Wallrich ◽  
Sally Palmer ◽  
Adam Rutland
Keyword(s):  
Field Experiment ◽  
Perspective Taking ◽  
Self Efficacy ◽  
Group Discussion ◽  
Action Planning ◽  
Perceived Importance ◽  
Active Controls ◽  
Planning Intervention

Discrimination is widespread and often goes unchallenged. This field experiment with adolescents (N = 639) tested a group discussion designed to increase perceived importance and self-efficacy around challenging discriminatory language. The intervention, which involved perspective-taking and action-planning, led to greater self-efficacy, on delayed measures against active controls, particularly among White British participants.

Identification of socio-cognitive determinants of parental sun protection behaviors to optimize intervention development

2020 ◽  
Author(s):  
Karlijn Thoonen ◽  
Liesbeth van Osch ◽  
Rik Crutzen ◽  
Hein de Vries ◽  
Francine Schneider
Keyword(s):  
Skin Cancer ◽  
Self Efficacy ◽  
Sun Exposure ◽  
Action Planning ◽  
Later Life ◽  
Sun Protection ◽  
Survey Study ◽  
Skin Cancer Prevention ◽  
Sun Safety ◽  
Cognitive Determinants

Background: Adequate sun safety during childhood is crucial for decreasing skin cancer risk in later life. Although parents are an essential target group in applying sun protection measures for their children, interventions are often not directed at parents. This study identifies the most relevant determinants in predicting parental sun protection intentions and behaviors to provide guidance for future intervention development.Methods: A longitudinal survey study with two measurements was conducted among Dutch parents (N=670) of children (4-12 years old). Twenty-seven socio-cognitive determinants were examined in terms of relevance regarding four parental sun protection behaviors in different sun exposure situations. The CIBER approach was used to visualize room for improvement (sample means) on all determinants and their association strengths (correlations) with sun protection intentions and behaviors.Results: Behavior-specific rather than generic determinants were most relevant in explaining all sun protection behaviors. Of these determinants, attitude, self-efficacy and action planning, and especially parental feelings of difficulty in performing sun protection behaviors, were most relevant. Altogether, the explained variance of all socio-cognitive determinants was highest for shade-seeking behavior (R2= .41 and .43) and lowest for supportive behavior (R2=.19 and .29) in both planned and incidental sun exposure situations respectively.Discussion: This study provides detailed insight into relevant socio-cognitive determinants of parental sun protection behaviors in various sun exposure situations. This insight provides guidance for composing parental skin cancer prevention interventions. Future composition of sun safety interventions should emphasize on enhancing parental feelings of self-efficacy, especially for shade-seeking and clothing behaviors.

THE DEVELOPMENT OF PHYSICAL ACTIVITY PROTOCOL IN PATIENTS WITH CONGESTIVE HEART FAILURE IN THE HOSPITAL INPATIENT WARDS

2018 ◽  
Vol 4 (5) ◽  
pp. 437-447
Author(s):  
Deni Susyanti ◽  
Dewi Elizadiani Suza ◽  
Yesi Ariani
Keyword(s):  
Physical Activity ◽  
Heart Failure ◽  
Congestive Heart Failure ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Group Discussion ◽  
Self Report ◽  
Hospital Inpatient ◽  
Reflection Data

Background: Patients with congestive heart failure need a comprehensive rehabilitative program to restore post-attack physical ability and prevent re-attacks, therefore, it is necessary to develop physical activity protocols for these patients. Objective: This study aims to develop physical activity protocols for patients with congestive heart failure in the inpatient wards of the Level II Putri Hijau Hospital, Indonesia. Methods: This was an action research with 3 cycles consisting of four stages, namely: (1) reconnaissance, (2) planning, (3) action and observation, and (4) reflection. Data were collected quantitatively and qualitatively. Qualitative data were collected using in-depth interview, focus group discussion, and self-report, while quantitative data were collected using nursing knowledge questionnaire to 35 nurses selected using total sampling, and self-efficacy questionnaire about physical activity exercise to 9 patients with congestive heart failure selected using accidental sampling. Qualitative data were analyzed using content analysis, while quantitative data using descriptive statistical test. Results: Findings showed the completed compilation of physical activity protocols for patients with congestive heart failure. The results of observation showed a decrease in blood pressure of patients with congestive heart failure on the average of 3.12 mmHg after given physical activity protocol by nurses. Conclusion: The physical activity protocols for patients with congestive heart failure have been developed, and it has an impact on the increase of nurses' knowledge concerning physical activity exercise for CHF patients as well as the improvement of patients' self-efficacy or self-confidence in doing the physical activities.

Empathic abilities and their mediators in Tunisian psychiatry trainees

2020 ◽  
Vol 15 (6) ◽  
pp. 317-330
Author(s):  
Bochra Nourhene Saguem ◽  
Zeineb Bouzaâbia ◽  
Amel Braham ◽  
Selma Ben Nasr
Keyword(s):  
Social Support ◽  
Emotion Regulation ◽  
Perspective Taking ◽  
Self Efficacy ◽  
Empathic Concern ◽  
Self Report ◽  
Reactivity Index ◽  
Professional Activity ◽  
Personal Distress ◽  
Content Type

Purpose The purpose of this paper was to assess empathy dimensions in Tunisian psychiatry trainees and to evaluate their relationship with relevant professional and extra-professional factors. Design/methodology/approach An online questionnaire survey was administered to the psychiatry trainees affiliated in the four faculties of medicine of Tunisia (n = 120). It comprised, in addition to sociodemographic and professional variables, the interpersonal reactivity index, a multidimensional instrument that evaluates perspective taking, empathic concern, personal distress and fantasy. Other self-report measures were used to assess emotion regulation, social support and self-efficacy. Data were analyzed using Statistical Package for Social Sciences. Findings The response rate was 71%. Descriptive statistics showed that personal distress’ scores were lower than the other empathy dimensions’ scores. Perspective taking scores were negatively correlated with emotion regulation difficulties. Personal distress scores were positively correlated with emotion regulation difficulties. Hierarchical regression analysis revealed that being an only child significantly contributed to perspective taking and having an extra-professional activity significantly contributed to less personal distress. Perceived stress, social support and having a master’s degree were significant predictors for empathic concern. Self-efficacy was a significant predictor of perspective taking, with emotion regulation difficulties mediating this relationship. Practical implications Interventions dedicated to improve psychiatry trainees’ empathy should focus not only on clinical practice and medical education but also on emotional support and recovery activities. Originality/value A unique feature of this study is the investigation of the potential impacts of emotion regulation difficulties and perceived self-efficacy on empathic abilities of psychiatry trainees.

Principals’ sense of efficacy: the influence of the Arkansas Leadership Academy

2014 ◽  
Vol 52 (6) ◽  
pp. 754-774 ◽  
Author(s):  
Denise T. Airola ◽  
Ed Bengtson ◽  
Deborah A. Davis ◽  
Diana K. Peer
Keyword(s):  
Leadership Development ◽  
Self Efficacy ◽  
Group Discussion ◽  
Support Program ◽  
Strong Argument ◽  
Leadership Efficacy ◽  
Content Type ◽  
Low Performing Schools ◽  
Sense Of Efficacy ◽  
Arkansas Leadership Academy

Purpose – The purpose of this paper is to examine the relationship between school principals’ sense of efficacy and their involvement with the Arkansas Leadership Academy's (the Academy) School Support Program (SSP). Design/methodology/approach – Data were collected from participating SSP principals to explore differences in mean principal self-efficacy given varied years of participation in SSP. The Principal Self-Efficacy Survey was used to measure the construct of principal self-efficacy of 27 principals participating in the Academy's SSP for low-performing schools. Findings – The findings suggest that principals of low-performing schools that participated in the Arkansas Leadership Academy's SSP for more years have a stronger sense of leadership efficacy than principals of low-performing schools that are just beginning the SSP. Post hoc qualitative data were collected through a focus group discussion to provide insight regarding actual practices that led to increased perceived self-efficacy as a result of participating in the SSP. Research limitations/implications – This study is highly contextualized to the principals and school systems participating in the SSP, a limited population due to conditions under which schools qualify to participate in the program. Practical implications – As schools continue to be identified as needing to improve based on accountability measures, external sources of leadership development for the principals leading these schools should be considered as a possible means for increasing their senses of efficacy, and indirectly supporting the potential for improved school performance. Social implications – The attributes of highly efficacious principals – self-regulating, confident, and calm in difficult situations – may be more critical to leaders engaged in systemic change in low-performing schools where the challenges may be more complex. Originality/value – There could be a strong argument that the influence of an outside support program might be one strategy to consider when addressing the improvement of low-performing schools through raising leader efficacy.

scholarly journals High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

2020 ◽  
Vol 12 (17) ◽  
pp. 6728
Author(s):  
María Pilar Aparicio-Flores ◽  
José María Esteve-Faubel ◽  
Rosa Pilar Esteve-Faubel ◽  
José Daniel Álvarez-Teruel
Keyword(s):  
Perspective Taking ◽  
Self Efficacy ◽  
Reactivity Index ◽  
Future Teachers ◽  
Predictive Capacity ◽  
Social And Emotional ◽  
The Subject ◽  
High Level ◽  
Academic Self Efficacy ◽  
Dispositional Empathy

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

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