scholarly journals Educational Intervention Program for Coping with Youth Cyberbullying, Based on Bystanders' Involvement

2019 ◽  
Vol 11 (2) ◽  
pp. 126
Author(s):  
Dorit Olenik-Shemesh ◽  
Tali Heiman ◽  
Yael Zur
Keyword(s):  
Educational Intervention ◽  
Intervention Program ◽  
Intervention Programs ◽  
Cyber Victimization ◽  
Before And After ◽  
Current Article ◽  
Homeroom Teachers ◽  
And Control ◽  
Further Development

The current article presents an intervention program for coping with cyberbullying, focused on the role of bystanders, as well as evaluation of the program’s effectiveness. While most intervention programs for coping with cyberbullying focus on deterring cyber-perpetrators or assisting cyber-victims, the program presented in this study focuses on the role of bystanders in coping with cyberbullying, providing assistance to victims and strengthening their circle of support. Based on the results of a previous study, a unique intervention program was developed, implemented, and evaluated. The program consisted of six instructional experiential meetings addressing the following topics: noticing the cyberbullying event, interpreting it as an emergency, identifying and emphasizing the abuse, taking responsibility for the event, gaining knowledge and discussing effective ways to intervene and report and more. The homeroom teachers presented the intervention program after receiving training. 418 adolescents participated, divided into experimental (N=215) and control (N=203) groups, 219 boys and 199 girls; average age: 13.2, SD: 0.43. Before and after the program, they completed a cyberbullying questionnaire, a self-efficacy scale, and an empathy scale.The results show a 12.4% decrease in students reporting of cyber- victimization and an increase in the percentage of bystanders who reported cyberbullying instances to teachers, an increase in students who ignored posts, and a decrease in the percentage of students sharing posts. Implications for further development of the intervention program and research are discussed.

Promoting morphological awareness in Hebrew-speaking grade-schoolers: An intervention study using linguistic humor

2009 ◽  
Vol 29 (1) ◽  
pp. 81-112 ◽  
Author(s):  
Dorit Ravid ◽  
Vital Geiger
Keyword(s):  
Intervention Program ◽  
Intervention Study ◽  
Intervention Group ◽  
Morphological Awareness ◽  
Literacy Acquisition ◽  
Intervention Programs ◽  
Intervention Period ◽  
Semitic Language ◽  
The Impact

Research indicates that morphological awareness contributes to success in literacy acquisition and consolidation, since morphology links together phonological and semantic facets of language. The role of morphology is especially important in Hebrew, a highly synthetic Semitic language. The current study aimed to investigate the impact of an intervention program on knowledge and awareness of morphology in Hebrew-speaking grade-schoolers. Two three-month intervention programs were conducted in two groups of 4th-grade children: a metalinguistic morphological intervention program using linguistic humor, and a parallel intervention program using nonverbal humor. A morphological awareness test was administered to the two groups prior to and following the intervention period. The results demonstrate consistent advantages to the morphological intervention group, including tasks related both directly and indirectly to content taught.

Adaptation Effects in Central Binocular Flicker Discrimination of Brain-Damaged Subjects

1967 ◽  
Vol 25 (2) ◽  
pp. 457-464 ◽  
Author(s):  
Julian M. Burn ◽  
Oscar A. Parsons
Keyword(s):  
Local Adaptation ◽  
Visual Stimulation ◽  
Male Adult ◽  
Significant Group ◽  
Group Interactions ◽  
Flickering Light ◽  
Before And After ◽  
And Control ◽  
Adaptation Effects

The role of local adaptation in flicker discrimination of brain-damaged ( N = 16) and control ( N = 16) Ss was investigated. Male adult patient's central binocular thresholds were measured before and after visual stimulation by a coarsely flickering light (10 cps) over 20 trials. In both groups there were significantly lower thresholds after stimulation and a progressive drop in both pre- and post-stimulation thresholds over trials. However, there were no significant group interactions. The methodological, empirical, and theoretical implications of these results are noted.

scholarly journals The Role of Aquatic Training Program Among Special Need Children on Vestibular Processing of Sensory Stimulation

2019 ◽  
Vol 9 (2) ◽  
pp. 5080-5085
Keyword(s):  
Training Program ◽  
Research Work ◽  
Sensory Stimulation ◽  
Sensory Profile ◽  
Before And After ◽  
Program Intervention ◽  
And Control ◽  
Aquatic Training ◽  
Experimental Group

This study is pursued to find the role of Aquatic Training Program for children with special needs. Sensory profile questionnaire was used to assess the before and after performance of each students of each groups for Vestibular Processing, of 25Children average of age nine years, randomly selected from Asha AWWA school at Delhi, India. Participants were divided into two groups Experimental (13) and Control groups (12). Result of Two Way ANOVA reflects positive accelerated change only in experimental group, showing moderate to considerable benefits with 27 session aquatic training program. In addition, individualized improvement was also studied, which resulted into minor to major enhancement of vestibular processing among all the experimental group participants. Hence a prolonged Structured Aquatic Training Program (intervention) is off paramount to get the best results. These findings also enhance the preceding research work based on aquatic intervention as vestibular senses develop first and controls other senses since the baby is in womb, so it is important to develop this sense so other sense can process better to acquire a better life

scholarly journals Online Training: An Alternative Solution of the Empowerment for Parents of Children with Autism

2021 ◽  
Vol 5 (2) ◽  
pp. 175
Author(s):  
Herlina Herlina ◽  
Rudi Susilana
Keyword(s):  
Social Skills ◽  
Intervention Program ◽  
Children With Autism ◽  
Online Training ◽  
Field Trials ◽  
Autism Spectrum ◽  
Intervention Programs ◽  
Social Skills Intervention ◽  
Before And After ◽  
The Right

Parents need to understand how important it is to provide proper treatment in dealing with children with autism. The effort is with an intervention approach technique, but some parents often experience difficulties in making intervention efforts. One solution to the problem that can be done is by establishing the Independent Intervention Program Online Training (PIM). This study aims to prove that the Independent Intervention Program Online Training or PIM is an effective way to empower parents in dealing with children with autism. The research was conducted through field trials involving 11 parents of children with autism from a number of cities in Indonesia. Subjects were provided PIM Online Training by platforms such as Zoom, Website, and WhatsApp. Training effectiveness data is seen from the results of the subject's self-evaluation before and after training. The results showed that after participating in the PIM Online Training, parents saw themselves better in understanding the concept of Autism Spectrum Disorder (ASD), social skills, intervention, and individual intervention programs, as well as skills in designing intervention programs for children with disabilities. autism, compared to pre-training conditions. Based on these results, PIM Online Training is expected to be the right solution to empower parents in designing social skills intervention programs for children with autism, without limitation of time, place and cost.

scholarly journals Results of a postural education program, with a gamified intervention vs traditional intervention

2021 ◽  
Vol 7 (2) ◽  
pp. 267-284
Author(s):  
José Serrano-Durá ◽  
Adrián Cabrera González ◽  
Josune Rodríguez-Negro ◽  
Cristina Monleón García
Keyword(s):  
Intervention Program ◽  
Educational Interventions ◽  
Intervention Programs ◽  
Teaching Methodology ◽  
Muscular Endurance ◽  
Perception Of Effort ◽  
Feeling Scale ◽  
Before And After ◽  
Physical Tests ◽  
Omni Scale

The teaching methodology adopted by teachers can influence the levels of participation and learning of students. The main goal of this study was to compare the effect of two intervention programs of postural education according to the used methodology. A total of 36 students (19 girls and 17 boys) in the 1st year of high school participated in the study. In the first intervention program a gamified methodology was applied, while in the second one a traditional methodology was used. Both intervention programs were carried out along 6 sessions. Theoretical contents were analyzed through questionnaires (COSACUES and COSACUES-AEF) and muscular endurance through three physical tests (Biering-Sørensen Test, Side Bridge Test and Prone Forearm Plank Test) before and after the intervention. Motivation levels (Feeling Scale) and perception of effort (OMNI Scale) were measured after each session. The results obtained did not show significant differences between methodologies, but differences have been found in terms of gender and type of methodology. Girls were shown to assimilate better contents with the gamified methodology. There was also a greater perception of effort and greater motivation with the gamified intervention. Therefore, the application of gamified educational interventions by teachers can be an interesting strategy to increase the levels of motivation and effort of students.

The Haemostatic Mechanism and Menstruation: The Role of Intra-Uterine Contraceptive Devices

1979 ◽  
Vol 42 (05) ◽  
pp. 1548-1556 ◽  
Author(s):  
S M Rajah ◽  
M E Foley ◽  
J K Clayton ◽  
S R Aparicio ◽  
C C Bird ◽  
...  
Keyword(s):  
Survival Time ◽  
Survival Times ◽  
Platelet Function Tests ◽  
Control Groups ◽  
Contraceptive Devices ◽  
Platelet Survival ◽  
Before And After ◽  
And Control ◽  
Platelet Functions

SummaryThe haemostatic mechanism of 40 female patients undergoing menstruation, 20 with intra-uterine devices (IUCD) and 20 without (Control), were studied. The patients’ coagulation profiles, fibrinolytic system and platelet functions were studied before and after hysterectomy. Platelet survival times and platelet consumption was determined using 51Cr. labelled autologous platelets. Patients who menstruated during the study had their pads collected and radioactivity measured. Histology, autoradiography and scintillation counting was performed on uteri obtained from a hysterectomy performed towards the end of the platelet survival study period. There were no significant differences in the coagulation, fibrinolytic and platelet function tests in these 2 groups, though in each group there were the expected changes after operation.Platelet survival time, consumption and radioactivity in the tampons showed no significant differences between the IUCD and control groups, although there were 6 patients with low platelet survival times in the IUCD group. Resected uteri showed surprising lack of concentration of platelets which may have been due in part to loss of blood at operation and handling of the uterus. Surprisingly, in the control patients, platelet survival time in response to the severe haemosatic challenge of menstruation were normal. However in the IUCD group, 6 patients showed shortening of platelet survival. Also surprisingly and equally in both control and IUCD groups, was the small amount of platelet related radioactivity in the menstruating fluid.

Exploring the Role of Race and Gender on Perceived Bystander Ability and Intent: Findings Before and After Exposure to an Online Training Program to Prevent Sexual Assault on Campus

2018 ◽  
Vol 25 (8) ◽  
pp. 999-1017 ◽  
Author(s):  
Vicki L. Burns ◽  
Asia A. Eaton ◽  
Haiying Long ◽  
Dan Zapp
Keyword(s):  
Sexual Assault ◽  
Intervention Program ◽  
White Men ◽  
Bystander Intervention ◽  
Future Research ◽  
Gain Scores ◽  
Race And Gender ◽  
Before And After ◽  
And Gender

The current study explores the significance of race and gender on bystander attitudes before and after an online bystander intervention program to prevent sexual assault. A diverse sample of 750 college students participated in an online intervention and participants’ perceived bystander intervention ability and intent were assessed. The interaction of participant race and gender had a marginally significant impact on bystander ability and intent baseline scores. Furthermore, when analyzing gain scores from pre- to posttest, there was a significant race by gender interaction. Specifically, Latinx and Black men had higher preintervention scores, and White men had higher gains postintervention. Relevant cultural and social factors and directions for future research are discussed.

scholarly journals Parents and Teachers Intervention for Children with Attention Deficit Hyperactivity Disorder Abstract

2021 ◽  
Author(s):  
maede Hosseinnia ◽  
Maryam Amidi Mazaheri ◽  
zahra Heidari
Keyword(s):  
Educational Intervention ◽  
Test Group ◽  
Adhd Symptoms ◽  
Medical Sciences ◽  
Education Department ◽  
Control Data ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Teachers Training ◽  
And Control

Abstract Background: this study evaluated the effect of parents and teachers educational intervention to decrease the ADHD symptoms in children. Method: Seventy-two children and their parents and teachers participated in this quasiexperimental study and randomly divided into two groups of test and control. Data collected by CSI4-questionnaire. Parents and teacher in test group participated in training sessions. Student’s ADHD symptoms were assessed before and after the educational intervention. Results: Two mounts after the intervention, based on parent and teacher report, the ADHD symptoms was decreased significantly only in test group students. Conclusion: parents and teachers training and developing appropriate strategies can diminish ADHD symptoms in all three aspects including inattention and reduce the side effects of ADHD. Trial registration: The study was approved by the by the Research Deputy of Isfahan University of Medical Sciences. In addition, The Ethical Committee of Isfahan University of Medical Sciences approved the study proposal. (ID code: IR.MUI.RESEARCH.REC.1398.297). The required permission from Education Department of Isfahan City was attained. Participation in the study was voluntary. Before taking part in the study, selected teachers provided written consent also study goals were described to them.

The role of prostaglandins in the realization of respiratory effects of TNF-α in case of hypoxia

2021 ◽  
Author(s):  
G.А. Danilova ◽  
A.A. Klinnikova ◽  
N.P. Aleksandrova
Keyword(s):  
Ventilatory Response ◽  
Minute Volume ◽  
Respiratory Effects ◽  
Cox Inhibitor ◽  
Tnf Α ◽  
Before And After ◽  
Factor Α ◽  
And Control ◽  
Rebreathing Method

At the present time very little is known about interactions between systemic inflammation and control of respiration. The aim of this study was to compare the respiratory effects of the main inflammatory cytokine TNF - α before and after pretreatment with diclofenac, a nonspecific cyclooxygenase (COX) inhibitor. In experiments on anesthetized, tracheostomized rats, pneumotachometry method was used to measure peak airflow and respiratory rate. The ventilatory response to hypoxia was investigated by the rebreathing method. It is shown that an increase in the systemic level of TNF – α causes a significant increase in the minute volume of respiration, tidal volume, the average speed of the inspiratory flow. In contrast the slope of the hypoxic ventilatory response decreased after administration of TNF-α. Diclofenac pretreatment eliminated these respiratory effects of TNF - α. The data indicate that the ability of TNF - α to enhance basal ventilation and to reduce the ventilatory hypoxic response is mediated by the cyclooxygenase pathway. Key words: tumor necrosis factor – α, hypoxia, prostaglandins, peripheral chemoreception, respiration.

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