scholarly journals Effect of Human Attachment Style on Horse Behaviour and Physiology during Equine-Assisted Activities–A Pilot Study

Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1156
Author(s):  
Aitor Arrazola ◽  
Katrina Merkies
Keyword(s):  
At Risk ◽  
Attachment Style ◽  
Well Being ◽  
Insecure Attachment ◽  
Structure Questionnaire ◽  
Behavioural Difficulties ◽  
Relationship Structure ◽  
Equine Facilitated ◽  
Equine Assisted ◽  
At Risk Adolescents

Equine-assisted activities (EAA) for human well-being and health rely on human–horse interactions for therapeutic effect. At-risk participants with mental and emotional difficulties can show poor social skills and functioning relationships, potentially leading to unsuccessful human–horse interaction in EAA. This study addresses the effect of the attachment style (AS) of at-risk adolescents on horse physiology and behaviour during an equine-facilitated learning (EFL) program. Thirty-three adolescents participated in a 10-week EFL program with nine therapy horses (the same therapy horse per adolescent throughout the program). Adolescent AS was categorized into secure (n = 7), preoccupied (n = 11), dismissing (n = 1), or fearful (n = 12) using an Experiences in Close Relationships – Relationship Structure questionnaire. Horse heart rate (HR) and behaviour (affiliative and avoidance behaviours) in response to adolescents were recorded during grooming and riding. Over time, horses with fearful AS adolescents showed consistently more affiliative behaviours compared to those with preoccupied AS adolescents during grooming, and more constant HR and avoidance behaviours compared to those with secure AS adolescents during riding. These results suggest that a more predictable and less stressful physiological and behavioural response of therapy horses toward participants in EAA with emotional and behavioural difficulties can be mediated by a human insecure attachment style.

scholarly journals Self-Determination Theory Perspective on Attachment, Need Satisfaction, and Well-Being in a Sample of Athletes: A Longitudinal Study

2017 ◽  
Vol 11 (4) ◽  
pp. 304-323 ◽  
Author(s):  
Luke Felton ◽  
Sophia Jowett
Keyword(s):  
Attachment Style ◽  
Attachment Styles ◽  
Well Being ◽  
Need Satisfaction ◽  
Insecure Attachment ◽  
Relational Context ◽  
Psychological Need ◽  
Avoidant Attachment ◽  
Mean Differences ◽  
Relational Contexts

The current study aimed to examine whether (a) mean differences and changes in athletes’ attachment style predicted psychological need satisfaction within two diverse relational contexts (coach and parent) and well-being, and (b) mean differences and changes in need satisfaction within the two relational contexts predicted well-being. One hundred and ten athletes aged between 15 and 32 years old completed a multisection questionnaire at three time points over a span of 6 months to assess the main study variables. Multilevel modeling revealed that insecure attachment styles (anxious and avoidant) predicted well-being outcomes at the within- and between-person levels. Avoidant attachment predicted need satisfaction within the parent relational context at both levels, and need satisfaction within the coach relational context at the between-person level. Need satisfaction within both relational contexts predicted various well-being outcomes at the between-person level, while need satisfaction within the parent relational context predicted vitality at the within-person level.

scholarly journals The “Supporting Kids, Avoiding Problems” (SKIP) study: relationships between school exclusion, psychopathology, development and attainment – a case control study

2016 ◽  
Vol 11 (2) ◽  
pp. 91-110 ◽  
Author(s):  
Claire Parker ◽  
Ruth Marlow ◽  
Marc Kastner ◽  
Felix May ◽  
Oana Mitrofan ◽  
...  
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Normative Data ◽  
Well Being ◽  
Case Control ◽  
Content Type ◽  
Control Approach ◽  
Number Of Children ◽  
Behavioural Difficulties ◽  
Health And Well Being

Purpose – The purpose of this paper is to explore the association between children who are at risk of being or who have been excluded from school between the ages of 4 and 12 years and the role of psychopathology, development and attainment. Design/methodology/approach – A case-control approach was conducted. Cases were children who had been excluded from school compared to those who had no reported exclusions and normative data where possible. A range of measures were used to collect information from the parent, child and teacher on areas covering the child’s mental health and well-being. Findings – The findings showed the number of difficulties faced by children who are at risk of being or who have been excluded from school compared to gender- and age-matched controls and normative data increased. Behavioural difficulties were apparent in the majority of the cases and an alarming number of children reported self-harm. Interestingly nearly all the cases had recognised needs, but not all of them were accessing appropriate services. Practical implications – There have been a number of changes regarding the identification and support of children’s mental health and well-being. This study highlights gaps in resources and provision, particularly around behavioural difficulties for children who are presenting as not coping in school. Originality/value – The findings from the SKIP study indicate the complexities and compounded difficulties faced by children who are experiencing exclusion from school. By implementing a systematic group of assessments the study was able to identify these complexities of need across a vulnerable group of children.

The Effects of the Winners for Life Book on At-Risk Participants in the Big Brothers/Big Sisters Program

2008 ◽  
Vol 2 (2) ◽  
pp. 148-159
Author(s):  
Robert Weinberg ◽  
Robert Neff ◽  
Michael Garza
Keyword(s):  
At Risk ◽  
Goal Setting ◽  
Psychological Factors ◽  
Intervention Program ◽  
Well Being ◽  
Self Esteem ◽  
Ethical Responsibility ◽  
Control Group ◽  
Big Brothers Big Sisters ◽  
At Risk Adolescents

Since psychology professionals have a moral and ethical responsibility to evaluate the effectiveness of different products and services aimed at improving psychological/physical well-being, development, and/or performance, the purpose of the present investigation was to evaluate the effectiveness of the Winners for Life book (and accompanying Parent Instructor Guide) on improving a variety of psychological factors for at-risk adolescents. Participants were 96 pairs from the Big Brothers/Little Brothers, Big Sisters/Little Sisters program. Participants were randomly assigned to one of three conditions: Winners for Life book, Winners for Life book plus instructor guide, or control group. Each group participated in a 12-week intervention program. Results revealed that both Winners for Life book conditions resulted in greater increases in self-esteem, self-perceived goal setting ability, optimism, and hope than the control condition, with the Winners for Life book plus instructor guide condition achieving the greatest improvements.

Darwin’s Cathedral, Bowlby’s Cloister: The Use of Attachment Theory for the Studies in Medieval Religion, with the Example of The Book of Margery Kempe

2020 ◽  
Vol 85 (2) ◽  
pp. 127-144
Author(s):  
Juliana Dresvina
Keyword(s):  
Attachment Theory ◽  
Attachment Style ◽  
Well Being ◽  
Insecure Attachment ◽  
Margery Kempe ◽  
Child Rearing ◽  
Attachment Figure ◽  
Book Of Margery Kempe ◽  
Mental Well Being ◽  
High Instability

The article considers whether religion in general can be viewed as adaptation and if medieval Catholicism in particular can be seen as a reflection of the human necessity to be emotionally attached to a primary caregiver, especially in the early stages of people’s lives. It observes that in a period of high instability and often regressive child-rearing practices, God and/or a special saint could represent a stable and adequate attachment figure, facilitating relationships which contributed to mental well-being of the devotees. The article also suggests that, due to historic circumstances, the proportion of insecure attachment was probably higher among medieval populace than among modern people, and traces the evidence of such attachment style in The Book of Margery Kempe (late 1430s), arguably the first vernacular biography in English.

scholarly journals Building Resilience in At-Risk Adolescents: Comparing the mechanisms and outcomes of two school-based prevention programmes

2021 ◽  
Author(s):  
◽  
Olivia Susanne Notter
Keyword(s):  
At Risk ◽  
Depressive Symptoms ◽  
Positive Emotions ◽  
Satisfaction With Life ◽  
Well Being ◽  
School Based ◽  
Prevention Programmes ◽  
Personal Resilience ◽  
One Year ◽  
At Risk Adolescents

<p>This study sought to confirm and expand literature on psychological health by comparing and contrasting the effects of two prevention programmes, one focused on reducing negative affect and the other focused on enhancing positive affect, and by revealing possible pathways that might lead to increased wellbeing and resilience and reduced negative affect and depressive symptoms.  Two school-based intervention approaches were examined: Kiwi ACE (Adolescents Coping with Emotions) and PAL (Positive Approaches to Life), to investigate which techniques would prevent the occurrence of depression, increase wellbeing, and help build resilience in Year 9 students (13-yr-olds). Kiwi ACE is a programme based on a CBT (Cognitive-Behavioural Therapy) model and was trialled previously with success. PAL kept within the same structure as Kiwi ACE but used strategies aimed at building a capacity within students to develop positive emotions in order to build resources for present and future challenges. Both programmes aimed to build resilience and prevent the development of depression in at-risk adolescents.  Nine schools from the wider Wellington region in New Zealand participated in the current study. Sixty-five students identified as at-risk, participated in one of the two programmes, and 69 students constituted the control group. All students in the current study were at risk of developing depression, pre-intervention, as suggested by a mild-moderate score on the CDI (Children's Depression Inventory). Both programmes consisted of weekly one hour sessions enacted over 12 weeks during which a group of approximately 10 students met with a clinical psychologist and school counsellor. A survey consisting of a range of scales, measured students' scores pre- and post- programme, at six months and one year after the programme was completed.  Kiwi ACE and PAL both decreased depressive symptoms and increased well-being for up to one year after the programme. However, PAL had stronger effects in promoting gratitude, satisfaction with life, happiness, and resilience. Mediation analysis revealed that Kiwi ACE helped to decrease depressive symptoms by increasing students' sense of environmental mastery and increased students' well-being scores by decreasing the intensity and frequency of participants’ negative emotions. In contrast, PAL helped to decrease depressive symptoms, and increase well-being and resilience through many routes, namely through increasing gratitude, meaning, happiness and satisfaction with life.  The findings of this study reveal that building a capacity for positive emotions can help develop many resources that protect students from depressive symptoms and increase their psychological well-being and personal resilience. In addition, using positive emotions as a resource is equally effective as using CBT strategies in preventing depression and is more effective in increasing positive outcomes, including personal resilience. Finally the results from PAL indicate that cultivating positive emotions such as gratitude and happiness is an effective way to build personal resilience in adolescence.</p>

scholarly journals Building Resilience in At-Risk Adolescents: Comparing the mechanisms and outcomes of two school-based prevention programmes

2021 ◽  
Author(s):  
◽  
Olivia Susanne Notter
Keyword(s):  
At Risk ◽  
Depressive Symptoms ◽  
Positive Emotions ◽  
Satisfaction With Life ◽  
Well Being ◽  
School Based ◽  
Prevention Programmes ◽  
Personal Resilience ◽  
One Year ◽  
At Risk Adolescents

<p>This study sought to confirm and expand literature on psychological health by comparing and contrasting the effects of two prevention programmes, one focused on reducing negative affect and the other focused on enhancing positive affect, and by revealing possible pathways that might lead to increased wellbeing and resilience and reduced negative affect and depressive symptoms.  Two school-based intervention approaches were examined: Kiwi ACE (Adolescents Coping with Emotions) and PAL (Positive Approaches to Life), to investigate which techniques would prevent the occurrence of depression, increase wellbeing, and help build resilience in Year 9 students (13-yr-olds). Kiwi ACE is a programme based on a CBT (Cognitive-Behavioural Therapy) model and was trialled previously with success. PAL kept within the same structure as Kiwi ACE but used strategies aimed at building a capacity within students to develop positive emotions in order to build resources for present and future challenges. Both programmes aimed to build resilience and prevent the development of depression in at-risk adolescents.  Nine schools from the wider Wellington region in New Zealand participated in the current study. Sixty-five students identified as at-risk, participated in one of the two programmes, and 69 students constituted the control group. All students in the current study were at risk of developing depression, pre-intervention, as suggested by a mild-moderate score on the CDI (Children's Depression Inventory). Both programmes consisted of weekly one hour sessions enacted over 12 weeks during which a group of approximately 10 students met with a clinical psychologist and school counsellor. A survey consisting of a range of scales, measured students' scores pre- and post- programme, at six months and one year after the programme was completed.  Kiwi ACE and PAL both decreased depressive symptoms and increased well-being for up to one year after the programme. However, PAL had stronger effects in promoting gratitude, satisfaction with life, happiness, and resilience. Mediation analysis revealed that Kiwi ACE helped to decrease depressive symptoms by increasing students' sense of environmental mastery and increased students' well-being scores by decreasing the intensity and frequency of participants’ negative emotions. In contrast, PAL helped to decrease depressive symptoms, and increase well-being and resilience through many routes, namely through increasing gratitude, meaning, happiness and satisfaction with life.  The findings of this study reveal that building a capacity for positive emotions can help develop many resources that protect students from depressive symptoms and increase their psychological well-being and personal resilience. In addition, using positive emotions as a resource is equally effective as using CBT strategies in preventing depression and is more effective in increasing positive outcomes, including personal resilience. Finally the results from PAL indicate that cultivating positive emotions such as gratitude and happiness is an effective way to build personal resilience in adolescence.</p>

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