scholarly journals Proof of Concept: A Brief Psycho-Educational Training Program to Increase the Use of Positive Emotion Regulation Strategies in Individuals With Autism Spectrum Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Alexandra Zaharia ◽  
Katharina Noir-Kahlo ◽  
Nicolas Bressoud ◽  
David Sander ◽  
Daniel Dukes ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Training Program ◽  
Positive Emotion ◽  
Emotional Experience ◽  
Cognitive Change ◽  
Autism Spectrum ◽  
Proof Of Concept ◽  
Educational Training ◽  
Increased Risk ◽  
Educational Training Program

Attenuated positive emotions and difficulties in regulating emotions are frequently observed in individuals with autism spectrum disorders (ASD) and are linked to increased risk of affective disorders, problematic behaviors, and impaired socio-emotional functioning. As such, interventions specifically focused on positive emotion regulation (ER) skills could be very valuable for individuals with ASD, their caregivers, and therapists. However, the field of positive ER in ASD is under-researched. The present study aimed at testing the practical potential and the preliminary effects of a brief novel psycho-educational training program on positive ER for individuals with ASD. Thirty male participants with ASD (aged 10–35years; Ntraining=14, Nwaitlist=16) underwent a three-session program on the use of adaptive positive ER strategies (i.e., attentional deployment, cognitive change, and response modulation). Participants rated the program as easy to understand, interesting, pleasant, and likable. No dropouts or adverse effects were observed. The training group showed a significant increase in the self-reported use of the ER strategies compared to the waitlist group. The increase in the use of ER strategies maintained up to 7 weeks in the overall sample. Having reached high satisfaction rates and the intended effects in this proof of concept study, this novel program represents a promising tool to support ER. Future research should next investigate the efficacy of the intervention on day-to-day emotional experience and wellbeing.Clinical Trial Registration:ClinicalTrials.gov # NCT02898298

scholarly journals Emotion Goals: What Do Sexual Offenders Want to Feel?

2019 ◽  
Vol 63 (15-16) ◽  
pp. 2611-2629 ◽  
Author(s):  
Carlo Garofalo ◽  
Belén López-Pérez ◽  
Michaela Gummerum ◽  
Yaniv Hanoch ◽  
Maya Tamir
Keyword(s):  
Emotion Regulation ◽  
Sexual Offenders ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Negative Emotions ◽  
The Other ◽  
Limited Data ◽  
Perceived Utility ◽  
Emotional Dysfunction

Sexual offenders typically experience more negative emotions and greater difficulties in regulating emotions than non-offenders. However, limited data exist on what sexual offenders want to feel (i.e., their emotion goals). Notably, emotion goals play a key role in emotion regulation and contribute to emotional experience. The present study tested whether sexual offenders ( N = 31) reported higher scores for negative emotion goals and lower scores for positive emotion goals, compared with general offenders ( N = 26) and non-offenders ( N = 26). In addition, we tested whether sexual offenders differed from the other two groups in their perceived pleasantness and perceived utility of emotions. Sexual offenders reported greater scores for the emotion goal of sadness, and lower scores for the emotion goal of excitement, compared with both general offenders and non-offenders. State and trait levels of these emotions could not fully account for these differences. Furthermore, sexual offenders reported lower perceived pleasantness for sadness than general offenders and lower perceived pleasantness for excitement compared with both other groups. Finally, sexual offenders reported greater perceived utility of sadness than non-offenders. These novel findings and their implications for research and interventions are discussed in the context of sexual offenders’ emotional dysfunction.

scholarly journals Effect of implementing designed educational training program for neurological nurses on clinical outcomes of stroke patients

2018 ◽  
Vol 6 (4) ◽  
pp. 121 ◽  
Author(s):  
Seham A. Abd El-Hay ◽  
Amany K. Abed Allah ◽  
El Sayed A. Tag El Din
Keyword(s):  
Activities Of Daily Living ◽  
Training Program ◽  
Clinical Outcomes ◽  
Daily Living ◽  
Self Care ◽  
Educational Training ◽  
Stroke Patients ◽  
Knowledge And Practice ◽  
Educational Training Program ◽  
Nurses Knowledge

Background: Stroke is a major cause of functional disability, it increased the need for continuous nursing care. Nurses need to pay attention not only to the physical recovery after stroke, but also to the psychological and social recovery. Therefore, it is important to provide training courses to nurses about care of stroke patients.Aim: This study was conducted to evaluate the effect of implementing designed educational training program for neurological nurses on clinical outcomes of stroke patients.Methods: Design: A quasi experimental research design was utilized. Setting: Data were collected from Neurological Intensive Care Units, Wards and Neurological outpatient clinics of Tanta Main University Hospital. Sample: All nurses (n = 35) who are providing direct care for stroke patients and a purposive sample of 30 stroke patients. Tools: Three tools were used to collect data. Tool (I): Assessment of nurses’ knowledge questionnaire sheet about stroke; Tool (II): Observational checklist to evaluate nurses’ practice regarding care of stroke patients; and Tool (III): Patient’s clinical outcomes assessment sheet.Results: The results revealed that there were significant improvements in nurses’ knowledge and practice regarding care of stroke patients post training program at p < .01. Also, significant improvements in self-care and activities of daily living among stroke patients were observed from immediately to 2 months later post application of training program.Conclusions: The study findings revealed that the implementation of designed educational training program within 2 months were successful for improving nurses’ knowledge and practice regarding care of stroke patients. Furthermore, there was improvement in activities of daily living and self-care among stroke patients.Recommendations: It is recommended to generalize implementation of designed educational training program for neurological nurses as a routine hospital care for stroke patients.

scholarly journals Emotion Regulation Predicts Everyday Emotion Experience and Social Function in Schizophrenia

2017 ◽  
Vol 6 (2) ◽  
pp. 271-279 ◽  
Author(s):  
Erin K. Moran ◽  
Adam J. Culbreth ◽  
Deanna M. Barch
Keyword(s):  
Emotion Regulation ◽  
Social Interaction ◽  
Hierarchical Linear Modeling ◽  
Positive Emotion ◽  
Daily Life ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Self Report ◽  
Linear Modeling ◽  
Emotion Regulation Strategy

While recent evidence has pointed to disturbances in emotion regulation strategy use in schizophrenia, few studies have examined how these regulation strategies relate to emotionality and social behavior in daily life. Using ecological momentary assessment (EMA), we investigated the relationship between emotion regulation, emotional experience, and social interaction in the daily lives of individuals with schizophrenia. Participants ( N = 30) used mobile phones to complete online questionnaires reporting their daily emotional experience and social interaction. Participants also completed self-report measures of habitual emotion regulation. Hierarchical linear modeling revealed that self-reported use of cognitive reappraisal and savoring of emotional experiences were related to greater positive emotion in daily life. In contrast, self-reported suppression was related to greater negative emotion, reduced positive emotion, and reduced social interaction in daily life. These findings suggest that individual differences in habitual emotion regulation strategy usage have important relationships to everyday emotional and social experiences in schizophrenia.

scholarly journals Educational training program to increase the moderate to vigorous physical activity index in physical education teachers

Retos ◽  
2020 ◽  
pp. 192-199
Author(s):  
Javier Arturo Hall-López
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Training Program ◽  
Activity Index ◽  
Vigorous Physical Activity ◽  
World Health ◽  
Physical Education Teachers ◽  
Educational Training ◽  
Physical Activity Index ◽  
Educational Training Program

Abstract. Objective: To design and evaluate a training program to increase the moderate to vigorous physical activity index in physical education teachers. Method: the volunteer subjects participated in the educational training program whose goal was to obtain competences on how to create a pedagogical climate in physical education class oriented to the participation of students in moderate to vigorous physical activity at least 50% of the class evaluated quantitatively using the system for observing fitness instruction time (SOFIT), during their university studies and when they have graduated as physical education teachers. Results: The physical activity index increased from 36.6% to 61.2%. Conclusions: The application of the program showed effectiveness with didactic strategies to involve the student in moderate to vigorous physical activity as established by the World Health Organization. Resumen.  Objetivo: Diseñar y evaluar un programa de formación educativa para aumentar el índice de actividad física moderada a vigorosa en profesores de educación física. Método: los sujetos voluntarios participaron en el programa de formación que tuvo como meta obtener competencias sobre cómo crear un clima pedagógico en la clase de educación física orientado a la participación de los estudiantes en actividad física moderada a vigorosa por lo menos el 50% de la clase evaluado de manera cuantitativa mediante el sistema para observar el tiempo de instrucción de actividad física (SOFIT), durante sus estudios universitarios y al ser egresados como profesores de educación física. Resultados: el índice de actividad física se incrementó de 36.6% a 61.2%. Conclusiones: La aplicación del programa mostro efectividad con estrategias didácticas para involucrar al alumno en actividad física moderada a vigorosa como lo establece la Organización Mundial de la Salud.

scholarly journals Potential for Increased Epilepsy Awareness: Impact of Health Education Program in Schools for Teachers and Children

2020 ◽  
Vol 11 (01) ◽  
pp. 119-124
Author(s):  
Meena Kolar Sridara Murthy ◽  
Prakashi Rajaram ◽  
Kannappa Shetty Mudiyanuru ◽  
Marimuthu Palaniappan ◽  
Lakshmana Govindappa ◽  
...  
Keyword(s):  
Health Education ◽  
Training Program ◽  
Intervention Studies ◽  
Repeated Measure ◽  
Educational Training ◽  
Education Programs ◽  
School Teachers ◽  
Health Education Program ◽  
High Level ◽  
Educational Training Program

Abstract Background Epilepsy, although a common disorder, yet is highly stigmatized. Under this condition, children with epilepsy are more vulnerable to stigmatization, social isolation, lack of support, and psychological and emotional problems. Thus, there is an immediate need of literature focusing on intervention studies to change the attitudes of school teachers and children. Methods The study was conducted with the objectives to evaluate knowledge, attitude, and practices (KAP) about epilepsy among school teachers and children; provide educational training program to teachers; and check the efficacy of training program imparted by teacher and trainer. Results Repeated measure of analysis of variance shows that knowledge (F = 1,134.875, p < 0.001), attitude (F = 2,429.909, p < 0.001), and practice (F = 2,205.122, p < 0.001) are significantly different between pre- and posttests indicated by Pillai’s trace test. Similarly, from the Pillai’s test, knowledge (F = 49.317, p < 0.001), attitude (F = 125.304, p < 0.001), and practice (F = 178.697, p < 0.001) are significantly different among teachers, trainer imparting training to children, and teachers imparting training to children. It is seen that KAP scores significantly differ between two time points and across the three groups. Among all the groups, teachers imparting training to children had high level of practice. Conclusion Inclusion of health education programs in the textbooks and health education schemes for teachers and school children are crucial ways to bring a change in their attitude, behavior, and practices toward epilepsy.

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