scholarly journals Reducing Aggression by Developing Emotional and Inhibitory Control

2021 ◽  
Vol 18 (10) ◽  
pp. 5263
Author(s):  
Miriam Romero-López ◽  
María Carmen Pichardo ◽  
Ana Justicia-Arráez ◽  
Judit Bembibre-Serrano
Keyword(s):  
Psychosocial Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Generalized Linear Mixed Model ◽  
Emotional Control ◽  
Control Group ◽  
Post Intervention ◽  
Mixed Model Analysis ◽  
Intervention Measures ◽  
Experimental Group

The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years. Pre-intervention and post-intervention measures of inhibitory and emotional control (BRIEF-P) and aggression (BASC) were taken. A Generalized Linear Mixed Model analysis (GLMM) was performed and found that children in the experimental group scored higher on inhibitory and emotional control compared to their peers in the control group. In addition, these improvements have an effect on the decrease in aggressiveness. In conclusion, preventive research should have among its priorities the design of such program given their implications for psychosocial development.

scholarly journals Can We Manage Behavioral Problems through the Development of Children’s Social-Emotional Regulated Behavior? Longitudinal Study of a Preschool Program

2021 ◽  
Vol 18 (16) ◽  
pp. 8447
Author(s):  
Ana Justicia-Arráez ◽  
María Carmen Pichardo ◽  
Miriam Romero-López ◽  
Guadalupe Alba
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Control Group ◽  
Social Emotional ◽  
Preschool Program ◽  
Experimental Group

Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and regulation of the person. A total of 102 children aged 3–4 years old participated in the research, 52 belonging to the experimental group and 49 to the control group. Program-trained skills (ROAC-3), social skills (PKBS-2), and externalizing problems (CBCL C-TRF) were assessed in the pre- and post-intervention phase. Data analysis was carried out using a generalized linear mixed model analysis (GLMM). The results show that the children in the experimental group scored higher on the variables trained by the program and on social skills than those in the control group. They also obtained lower scores in the observed externalizing problems. The effect of the program was high in the emotion identification and expression, communication skills, prosocial behaviors (sharing and helping), problem-solving, and social interaction. Social-emotional learning in early childhood is essential for the prevention of behavioral problems to facilitate the development of adjusted and regulated behavior. Thus, preschool programs could play a key role.

scholarly journals Protocol for a randomized controlled trial investigating an intervention to boost decentering in response to distressing mental experiences during adolescence: The Decentering in Adolescence Study (DECADES)

2022 ◽  
Author(s):  
Rachel Knight ◽  
Marc Patrick Bennett ◽  
Darren Lee Dunning ◽  
Alan Archer-Boyd ◽  
Sarah-Jayne Blakemore ◽  
...  
Keyword(s):  
Mixed Model ◽  
Linear Models ◽  
Controlled Trial ◽  
Experience Sampling ◽  
Control Group ◽  
Post Intervention ◽  
Training Outcomes ◽  
Mixed Model Analysis ◽  
Poster Paper ◽  
The Uk

Introduction. Decentering describes the ability to voluntarily adopt an objective self-perspective from which to notice internal, typically distressing, stressors (e.g. difficult thoughts, memories, and feelings). The reinforcement of this skill may be an active ingredient through which different psychological interventions accrue reductions in anxiety and/or depression. However, it is unclear if decentering can be selectively trained at a young age and if this might reduce psychological distress. The aim of the current trial is to address this research gap. Methods and analysis. Adolescents, recruited from partnering schools in the UK and the EU (n = 48 per group, age range = 16-19 years), will be randomised to complete of five-weeks of decentering training, or form an active control group that will take part in in light physical exercise and cognitive training. The co-primary training outcomes include a self-reported decentering inventory (i.e. the Experiences Questionnaire) and the momentary use of decentering in response to psychological stressors, using experience sampling. The secondary mental health outcomes will include self-reported inventories of depression and anxiety symptoms, as well as psychological wellbeing. The initial statistical analysis will use mixed-model analysis of variance (ANOVA) to estimate the effect of training condition on self-rated inventories across three timepoints: baseline, mid-intervention and post-intervention. Additionally, experience sampling data will be initially interrogated using hierarchical linear models. Ethics and dissemination. This study was approved by the Cambridge Psychology Research Ethics Committee, University of Cambridge (PRE.2019.109). Findings will be disseminated through typical academic routes including poster/paper presentations at (intern)-national conferences, academic institutes and through publication in peer-reviewed journals.

scholarly journals As the Pandemic Progresses, How Does Willingness to Vaccinate against COVID-19 Evolve?

2021 ◽  
Vol 18 (2) ◽  
pp. 797 ◽  
Author(s):  
Stephanie J. Alley ◽  
Robert Stanton ◽  
Matthew Browne ◽  
Quyen G. To ◽  
Saman Khalesi ◽  
...  
Keyword(s):  
Chronic Disease ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Media Use ◽  
Generalized Linear Mixed Model ◽  
Traditional Media ◽  
Mixed Model Analysis ◽  
Vaccination Rates ◽  
Repeated Sample ◽  
Media Channels

Controversy around the safety and efficacy of COVID-19 vaccines may lead to low vaccination rates. Survey data were collected in April and August 2020 from a total of 2343 Australian adults. A quarter (n = 575, 24%) completed both surveys. A generalized linear mixed model analysis was conducted to determine whether willingness to vaccinate changed in the repeated sample, and a multinominal logistic regression was conducted in all participants to determine whether willingness to vaccinate was associated with demographics, chronic disease, or media use. Willingness to vaccinate slightly decreased between April (87%) and August (85%) but this was not significant. Willingness to vaccinate was lower in people with a certificate or diploma (79%) compared to those with a Bachelor degree (87%), p < 0.01 and lower in infrequent users of traditional media (78%) compared to frequent users of traditional media (89%), p < 0.001. Women were more likely to be unsure if they would be willing to vaccinate (10%) compared to men (7%), p < 0.01. There were no associations between willingness to vaccinate and age, chronic disease, or social media use. Promotion of a COVID-19 vaccine should consider targeting women, and people with a certificate or diploma, via non-traditional media channels.

scholarly journals Impact of Be EPIC on Person-Centered Communication

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 575-575
Author(s):  
Marie Savundranayagam ◽  
Kristine Williams ◽  
Shalane Basque ◽  
Joseph Orange ◽  
Marita Kloseck ◽  
...  
Keyword(s):  
Mixed Model ◽  
Linear Mixed Model ◽  
Control Group ◽  
Significant Group ◽  
Mixed Model Analysis ◽  
Personal Support ◽  
Time Interaction ◽  
The Impact

Abstract This study assessed the impact of Be EPIC, a dementia-focused, person-centered communication intervention for personal support workers (PSWs). Video-recorded conversations between PSWs and simulated persons with dementia assessed whether Be EPIC participants (n=13) (versus a wait-list control group, n=8) reported a greater proportion of person-centered communication utterances (recognition, negotiation, facilitation, validation). We used linear mixed model analysis to investigate if Be EPIC influenced PSWs’ person-centered communication. Group (Be EPIC versus control group), time (pre-, post-, and 3-months) and their interaction were included in the model. There was a significant group by time interaction. Follow-up tests showed that participants who took Be EPIC showed significant increases in person-centered utterances from pre- to post-training and pre-training to 3 months later. Participants in the control group showed no changes in person-centered communication. These findings show that Be EPIC enhanced person-centered communication, which is essential for quality of care.

scholarly journals An Animal-Assisted Education Intervention with Dogs to Promote Emotion Comprehension in Primary School Children—The Federico II Model of Healthcare Zooanthropology

Animals ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 1504
Author(s):  
Cristiano Scandurra ◽  
Antonio Santaniello ◽  
Serena Cristiano ◽  
Fabrizio Mezza ◽  
Susanne Garzillo ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Mixed Model ◽  
Peer Interactions ◽  
School Setting ◽  
Primary School Children ◽  
Control Group ◽  
Post Intervention ◽  
Experimental Group

Emotion comprehension (EC) is a crucial competence for children, as it determines the quality of peer interactions. This study assessed the efficacy of an animal-assisted education (AAE) intervention with dogs based on the Federico II Model of Healthcare Zooanthropology (FMHZ) to promote EC in a group of primary school children. One hundred and four children (48 females) aged 6–7 years took part in the study, of whom 63 participated in the AAE intervention (i.e., experimental group) and 41 did not (i.e., control group). The intervention was deployed in a school setting through a group format and consisted of five bimonthly sessions. EC was assessed pre- and post-intervention, and at a 3-month follow-up. Student’s t-test and mixed-model ANOVA were performed to analyze the effect of the intervention on EC. EC significantly improved in children of the experimental group compared to the control group. Significant time effects from pre- to post-intervention, post-intervention to follow-up, and pre-intervention to follow-up assessment were found in the experimental group only. AAE based on FMHZ was effective in improving EC in children.

Analyzing discontinuities in longitudinal count data: A multilevel generalized linear mixed model.

2020 ◽  
Author(s):  
James L. Peugh ◽  
Sarah J. Beal ◽  
Meghan E. McGrady ◽  
Michael D. Toland ◽  
Constance Mara
Keyword(s):  
Count Data ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Generalized Linear Mixed Model ◽  
Longitudinal Count Data
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