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Academic literature on the topic 'FRIENDS program'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "FRIENDS program"

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Carson, Jennifer, Peter Reed, and Zebbedia Gibb. "An Evaluation of the Dementia Friends USA Program in Nevada: Changes in Knowledge and Behavioral Intent." Innovation in Aging 4, Supplement_1 (December 1, 2020): 28–29. http://dx.doi.org/10.1093/geroni/igaa057.092.

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Abstract Dementia Friendly Nevada (DFNV) aims to develop and promote communities in becoming more respectful, educated, supportive and inclusive of people living with dementia and their care partners. To date, six communities are engaged, representing urban, rural and tribal communities. Each community convened an action group comprised of volunteers from a range of sectors, including people living with dementia as key participants. Each group used a participatory action research process to assess community needs, develop specific goals and actions, and document community change. As part of this process, five of the six communities adopted the Dementia Friends program for community education and awareness raising. This program is licensed nationally by Dementia Friends USA. From June 2018 – September 2019, these communities achieved widespread dissemination of this program, training 68 Dementia Friends Champions (i.e., trainers), who in turn delivered 55 training sessions to 607 new Dementia Friends (i.e., completers) across Nevada. To evaluate the impact of the program, DFNV partnered with the Sanford Center for Aging to conduct a pre-post survey (n = 504) to assess program-related knowledge change as well as commitments to take action. Results showed a statistically-significant (p <.001) increase in participant knowledge, with 17% higher scores at the post-assessment. In addition, given 10 options for specific actions, responses ranged from 12% of participants committing to “start a dementia friendly effort” to 70% committing to “support dementia friendly efforts.” Overall, the early impact of this ongoing effort to educate the public about dementia across Nevada has been very successful.

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Rose, Heather, Lynn Miller, and Yvonne Martinez. "“Friends for Life”: The Results of a Resilience-Building, Anxiety-Prevention Program in a Canadian Elementary School." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200612.

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The purpose of the study in this article was to replicate past findings showing the effectiveness of a cognitive, behavioral resilience-building/anxiety-prevention program, “FRIENDS for Life.” The results of the controlled study of two Grade 4 classrooms in Canada (N = 52) indicate that all children reported reduced levels of anxiety regardless of receiving the FRIENDS program. Limitations of the study are discussed and future research concerning school counseling programs using evidence-based approaches is highlighted.

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Dermata, Κaterina. "“My BEST friends, the books”." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 151–63. http://dx.doi.org/10.1108/jrit-01-2019-0009.

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Purpose The contribution of children’s literature to the social-emotional development of children has been recognized across disciplines. Especially picture books, as multimodal texts which communicate with young readers with two codes simultaneously, can be a potential means of fostering empathy in young children (Nikolajeva, 2013). The purpose of this paper is to introduce the program “My BEST friends, the books,” an empirical project (in progress) based on a Book-Based Emotional Social Thinking approach. Design/methodology/approach This approach is inspired by the Critical Thinking and Book Time approach (Roche, 2010, 2015). The program, based on the scales and competences of the Βar-On (2006) model of social-emotional intelligence, explores the way young readers interpret social-emotional skills when discussing about literary characters in children’s picture books. This paper examines the philosophy, the main characteristics and structure of the program, and presents the first results of the pilot phase. Findings The initial findings indicate that the design and implementation of such a program is a complex procedure that requires from the researcher to take into consideration various aspects that concern both the material and the participants, but also to step back and let children express their thoughts freely. Originality/value Moreover, such discussions allow for understanding how preschoolers interpret the social-emotional skills of literary characters in a critical manner.

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Nutaitis, James. "FRIENDS OF DECKERS CREEK - The CLEAN CREEK PROGRAM." Journal American Society of Mining and Reclamation 2008, no. 1 (June 30, 2008): 756–69. http://dx.doi.org/10.21000/jasmr08010756.

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Emery-Tiburcio, Erin, Jasmine Chandy, Padraic Stanley, and Grisel Rodriguez-Morales. "Co-Designing a Social Connections Program With Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 266. http://dx.doi.org/10.1093/geroni/igab046.1027.

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Abstract Loneliness presents a higher risk for mortality than smoking 15 cigarettes per day. COVID-19 has exacerbated loneliness for many older adults, without access to family, friends, and community. Friendly caller programs utilizing volunteers to talk with older adults who are lonely can be helpful, providing much-needed contact. However, few lasting connections have formed in these programs. To enhance our social connections program, we systematically engaged a group of older adults who struggle with social isolation to co-design a program to meet their needs. This group met virtually twice for two hours to (1) identify contributors to their isolation, generate ideas for ideal program components, and how best to connect older adults to each other; and (2) to refine the multi-component program created by staff based on the first discussion. Group process and themes will be presented, along with a discussion of key issues in program co-design with older adults.

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Bellows, Laura, Jennifer Anderson, Patricia Davies, and Catherine Kennedy. "Integration of Social Marketing Elements in the Design of a Physical Activity Program for Preschoolers." Social Marketing Quarterly 15, no. 1 (March 2009): 2–21. http://dx.doi.org/10.1080/15245000802695190.

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As obesity rates in young children continue to rise, the need for innovative nutrition- and physical activity-focused programs is apparent. With limited preschool obesity prevention efforts, a physical activity program, Food Friends Get Movin' with Mighty Moves™, has been developed to compliment a successful nutrition social marketing campaign, Food Friends®. Building off formative research findings, this article focuses on two other stages of the social marketing process – the strategy development and program development – and how elements of the marketing framework were integrated into the design of Mighty Moves. Input from children, teachers, and early childhood specialists greatly contributed to strategy refinement, solidification of the exchange principle, and program development. This information increased the likelihood that the intervention would affect the desired behavior change or product. Superhero graphics were developed for the program as well as creative and engaging program concepts and materials.

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Burman, Bonnie, and Elizabeth Kinzig. "DEVELOPMENT OF DEMENTIA FRIENDS FOR INCARCERATED SETTINGS CURRICULUM." Innovation in Aging 6, Supplement_1 (November 1, 2022): 233. http://dx.doi.org/10.1093/geroni/igac059.923.

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Abstract This presentation describes the working relationships and steps that were taken to develop Dementia Friends for Incarcerated Settings. This included identifying population needs, approval processes, curriculum development specific to this population, learner coordination, implementation, measurement and reporting. Dementia Friends, a one-hour session to help everyone in a community understand five key messages about dementia, was used as the framework for an educational program targeting staff at correctional facilities. Dementia Friends is a standardized program that can be modified depending on the target audience or sector. Our sector-specific program was piloted in all 27 Ohio prisons to ensure that all staff are knowledgeable about ways to make a difference in the lives of those living with dementia.

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Zwaanswijk, Marieke, and Mia P. Kösters. "Children's and Parents’ Evaluations of ‘FRIENDS for Life’, an Indicated School-Based Prevention Program for Children With Symptoms of Anxiety and Depression." Behaviour Change 32, no. 4 (September 18, 2015): 243–54. http://dx.doi.org/10.1017/bec.2015.13.

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There is evidence that the school-based program FRIENDS for Life is effective in preventing childhood anxiety and depression. Effectiveness is, however, not the only prerequisite for successful implementation. Participants’ evaluation of a prevention program may provide suggestions about how to fine-tune it to fit the needs of the target population. This study investigated children's and parents’ evaluations of the Dutch version of FRIENDS for Life. Forty-four participants of FRIENDS for Life (9–13 years) participated in online focus groups and 38 parents were interviewed in 2011–2012. Questions concerned the general opinion about the program, its perceived effectiveness and group atmosphere, and suggestions for program improvement. Most children (95.5%) and parents (65.8%) evaluated the program positively, and the majority (61.4% and 76.3%) thought that it had been useful in changing the child's behaviour. Children and parents expressed complementary views about the behaviours the child had learned. Some children (38.6%) expressed negative opinions about the program. Parents’ attendance at parent meetings was low (31.6–36.8%). Considered together with the growing evidence of the effectiveness of FRIENDS for Life, we concluded that it can be successfully implemented as an indicated prevention program in primary schools for children who show symptoms of anxiety or depression. Efforts could be made to increase parents’ involvement in the program.

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Iizuka, Cristina A., Paula M. Barrett, Robyn Gillies, Clayton R. Cook, and Debbie Miller. "The FRIENDS Emotional Health Program for Minority Groups at Risk." Journal of School Health 84, no. 2 (January 14, 2014): 124–32. http://dx.doi.org/10.1111/josh.12127.

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Walker-Vischer, Lisa. "Parking Lot Friends: Pediatric/Pediatric Intensive Care Unit Mentorship Program." Journal of Pediatric Nursing 49 (November 2019): 109. http://dx.doi.org/10.1016/j.pedn.2019.09.012.

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Dissertations / Theses on the topic "FRIENDS program"

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Chambers, Cynthia R. "The Friends of Lazarus Job Internship Program." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3858.

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Sykes, Michelle. "An Evaluation of the FRIENDS program : A Therapeutic Intervention for Anxious Young People." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503424.

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The rise in mental health issues in children and adolescents in the U.K has increased the need for evidence based therapeutic interventions. The focus of the research in this thesis was to contribute towards the growing evidence base for effective cognitive-behavioural therapy (CBT) interventions suitable for young people which could be delivered in school settings. This research specifically aimed to evaluate a manual based intervention to address anxiety in young people. The 'FRIENDS for Youth' (Barrett 1998) program was chosen for its existing success in Australia and its strong roots in CBTtheory. The underlying theory behind CBT links back to Bandura's (1986) Social Cognitive Theory. This theory outlines that human behaviour is determined by the reciprocal interaction of three factors; cognitive, behaviour and the environment. Social Cognitive Theory places a strong emphasis on cognition and suggests that an understanding of the cognitive process involved can lead to behaviour being predicted, understood and changed. Bandura (1986) postulated that individuals hold a self-system that provides them with a degree of control over their own thoughts, feelings and actions. Bandura theorised that it was this self-system that contained the cognitive and affective structures and allowed for individuals to learn through observation, plan alternative strategies, regulate and change behaviour and engage in self reflection. Based on this theory, CBT follows the idea that understanding, recognising and restructuring individual cognitions can lead to changing behaviours. Bandura (1986) also felt self reflection was an important component in behaviour change as it led people to evaluate their experiences and alter their own thought processes. These self evaluations include perceptions of self efficacy Le. a person's beliefs about personal competence. Beliefs of efficacy verify the level of effort a person will make in a difficult situation, how long they will persist in overcoming barriers and their level of resilience in facing adverse situations. Greater levels of self efficacy predict greater levels of effort, persistence and resilience. Social cognitive theory also suggeststhat perceived self efficacy plays a central role in anxiety arousal. In threatening situations, perceived coping inefficacy results in high levels of anxiety and distress with anxiety arousal and avoidant behaviour being co-effects of the perceived inefficacy (Bandura, 1989). Even more interesting and indeed of relevance to the research being proposed is Bandura's (1989) notion that efficacy beliefs also influence individual's thoughts processes and emotional reactions. Low levels of self efficacy suggest there is a belief that things are tougher than they actually are which in turn fosters feelings of stress, anxiety and depression which in turn narrows the ability to problem solve. The most effective way to develop self efficacy is to create a strong sense of efficacy through mastery of experiences which are structured to build coping skills and instil beliefs that one can have some control over the situation. Smith, Arkoff & Wright (1989) reported that perceived efficacy predicted improvements in performance and reduced anxiety in his sample of highly anxious students. Bandura, Adams & Beyer (1977) suggested that the impact of therapy upon behaviour change is mediated by the extent to which the individuals acquire the belief they can perform the behaviours to which the therapy is orientated. With that in mind, the focus of this research is to assess the effects, experience and effectiveness ofthe FRIENDS program when used as a targeted therapeutic intervention in a secondary school for a small group of self selected young people with anxiety. Paper 1 focuses on the summative evaluation, looking at the outcome effects the FRIENDS program has on participant's levels of anxiety, self efficacy and well being whilst Paper 2 focuses on the more formative evaluation. This paper looks at the young people's lived experience of the intervention and the meanings and value they placed upon the experience. Together, the results of the research from these two papers allows for an overall evaluation of the FRIENDS program to be made which builds upon the earlier work of Barrett (1998) and the existing success of the FRIENDS program as demonstrated in the Australian literature. The findings of this research not only extend the evidence base towards the impact FRIENDShas on its users but also considers the social validity of the program through examining the users' perceptions of the program. Furthermore, the findings contribute towards discussion regarding the impact the program has and the value of the intervention as a therapeutic intervention which could be used in secondary schools in the U.K. The results of this study found significant reductions in anxiety levels using pre- and postcomparisons. Greatest differences were found for social anxiety, generalised anxiety and oeD. Lasting changes to anxiety levels were maintained at follow up. An increase in social self efficacy was also found although these changes were not found to be significant. No significant changes were found for well being. Significant themes found from the qualitative analysis show that the young people placed value upon the friendships they formed during the intervention, the positive changes they saw in themselves which they attributed to the FRIENDSprogram and the usefulness of the new skills they developed as part of the program. The results of the focus group suggested a high social validity of the FRIENDS program from the participant's direct experience. Together, these findings provide evidence of a wider impact of success that was measured by the outcomes alone in paper 1.The research outlined in this thesis discusses the findings of the two phase evaluation and gives consideration to future direction and areas for further research. Lastly, questions are raised about the role of the educational psychologist and the delivery of therapeutic interventions. This research will be of benefit to educational psychologists and other professionals working with children and young people as a way of raising their awareness of mental health in young people and strengthening the evidence base for FRIENDSas a therapeutic program to be used in practice. Although this research was very small scaled, the findings have made a start at outlining some of the benefits for the use of the FRIENDS program in schools to reduce anxiety. These findings could also be used to contribute towards the development of policy and practice regarding the way anxiety is managed within schools and the accessibility of therapeutic type interventions available to school settings.

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Kavanagh, Candice. "Effects of the FRIENDS for Life Program on Anxiety, School Functioning, and Social Functioning." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31223.

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The aim of the current pilot trial was to evaluate the effects of the group-based FRIENDS for Life (FFL) program on school and social functioning in children with elevated levels of anxiety. Participants were 15 children aged eight to 12 identified by their parents as experiencing elevated levels of anxiety. Children attended six two-hour sessions of the FFL program and completed measures of anxiety, school functioning, and social functioning at pre- and post-treatment. Results indicated nonsignificant reductions from pre- to post-treatment in both child- and parent-report anxiety with large and medium effect sizes, respectively. Working memory scores increased significantly and there was a trend toward a significant increase in academic performance; large within group effects were found for both increases. The increase in academic functioning scores was significant with a moderate effect size only for child-report scores. A significant improvement with a large effect size was found for child-report peer relations scores and significant decreases were found for parent-report asocial behaviour and relational aggression scores, both with moderate effect sizes. Overall, children in this study demonstrated improvements in anxiety, school functioning, and social functioning. While reduction in anxiety is the primary focus of the FFL program additional benefits include improvements in school and social functioning. Though results are encouraging it is important to note that this was an uncontrolled pilot study with a small sample size. Thus results should be interpreted with caution. Nevertheless, the generally positive findings of this trial suggest a larger controlled trial is warranted. If these findings are replicated in a larger trial, the FFL may be a cost-effective, easily implemented, and versatile anxiety prevention program that can help change the trajectory of anxious children’s school and social functioning.

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Fast, Alexandra. "Mobbning : en undersökning om antimobbningsarbete." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17480.

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Detta examensarbete belyser hur svenska skolor arbetar mot mobbning. Mobbning är ett stort problem som orsakar stor oro bland skolbarn. 1969 ville läkaren Peter-Paul Heinemann uppmärksamma mobbning då han upptäckte att många barn blev mobbade och att vuxna inte brydde sig. 1973 forskade psykologen Dan Olweus kring pojkars beteende kring mobbning. Detta var början till antimobbningsarbetet. Det finns ett flertal antimobbningsprogram och jag har valt att undersöka Friendsprogrammet och Olweusprogrammet. Skolverket har även sammanställt en rapport rörande effekterna av dessa program. Jag ville också undersöka hur barn definierar ordet mobbning. För att komma fram till undersökningsresultat rörande dessa två ovanstående antimobbningsprogram och barns definiering av begreppet mobbning har jag forskat i vetenskapliga undersökningar och litteratur samt även utfört intervjuer med barn i åldrarna 7-9 år och skolpersonal. Jag valde två skolor som arbetar med dessa två program och barnintervjuerna gjordes med tillåtelse av barnens föräldrar. Intervjusvaren jämfördes sedan med de vetenskapliga rapporterna och litteraturen. Slutsatsen av min undersökning är att dessa två program har både för- och nackdelar. Olweusprogrammet kräver resurser och tid. Friendsprogrammet involverar barnen som riskerar att få en utsatt position. Barnen kunde utan problem definiera innebörden av mobbning.

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Lewis, Krystal Monique. "An Ounce of Prevention: Evaluation of the Fun FRIENDS Program for Kindergarteners in a Rural School." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/49691.

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Anxiety disorders are among the most common psychological disorders in childhood
with reported rates as high as 41.2% (Cartwright-Hatton, McNicol, & Doubleday, 2006; Cooley,
Boyd, & Grados, 2004). A majority of the anxiety intervention programs target children who are
7 years of age and older. Yet, many anxiety disorders develop in the preschool years (APA,
2000). Therefore, it seems desirable to work with young children who display early signs of
anxiety to provide them with skills that would protect them from later full-blown
psychopathology. Early intervention and prevention programs may be effective ways to modify
the developmental trajectory of anxiety disorders.

The present research reports findings from an anxiety prevention program for 4-7 year
olds. One hundred and ten children from two schools in a rural part of Southwest Virginia
participated. Fifty-seven children from one school received a classroom-based prevention
program on a weekly basis over 20 weeks. Fifty-three children from a second school served as a control group. The mean age of the sample was 5.11 years. Results suggested that anxiety was positively correlated with emotional symptoms (r = .67, p<.001), peer difficulties (r = .21,p<.05), and total difficulties (r =.29, p<.03) on the Strengths and Difficulties Questionnaire for all children. Overall, there were significant decreases in anxiety symptoms from pre to follow-up for both groups of children [F (1, 105) = 7.79, p =.006]. Unexpectedly, anxiety symptoms increased from pre to post for children in the intervention school whereas they decreased for children in the control school. Although these findings are reversed of what was expected, these results may have important implications concerning the importance of providing anxiety education and awareness for teachers. Implications of the current findings, limitations of the study, and directions for future research and dissemination are discussed.
Ph. D.

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Broilo, Neto Gilberto. "Code-switching e footing para a construção do humor : estudo de caso da sitcom "Friends"." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3243.

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Esta dissertação trata de code-switching e footing na sitcom estadunidense Friends. Tanto a troca linguística como o posicionamento identitário são elementos de análise da Sociolinguística Interacional (GOFFMAN, 1981; HUDSON, 1996; DURANTI, 1997), que é a teoria basilar desta investigação. Não somente aspectos teóricos desse arcabouço são utilizados como também estudos sobre humor (RASKIN, 1979; WRIGHT, 1875), sitcom (FURQUIM, 1999; SAVORELLI, 2010; VANDAELE, 1996), multimodalidade (GOODWIN, 2010; KRESS; LEEUWEN, 1996; VIEIRA; SILVESTRE, 2015), estereótipos (LAKOFF, 1987; SCHIAPPA; GREGG; HEWES, 2005), performance (TURNER, 1987), generalização social (BLUM, 2004), dentre outros. A fim de responder ao problema desta pesquisa, que reside em entender se o code-switching e o footing são mecanismos de geração do humor na sitcom Friends, optamos pelo estudo de caso dessa comédia seriada e pela investigação dos atos comunicativos em que se fazem presentes a alternância de código linguístico e o reposicionamento identitário. O objetivo geral da pesquisa é examinar a relação entre a geração de humor e as situações em que há a presença de code-switching entre Inglês Americano e do Inglês Britânico e de posicionamento entre variedades do Inglês Americano, além de considerar o posicionamento multimodal das interações comunicativas em episódios da sitcom Friends. Os objetivos específicos são (a) identificar os construtos identitários culturais na sitcom Friends, (b) identificar as situações de code-switching na geração de humor, (c) analisar situações de code-switching e aspectos multimodais na interação comunicativa e (d) analisar os efeitos do humor, com ênfase em fatores culturais intervenientes. Com a finalidade de cumprir com esses objetivos, alicerçamos nossa pesquisa, também, nos estudos de framing (GOFFMAN, 1974), que foram identificados nas cenas em que há code-switching e footing, que foram transcritas a partir da simbologia da Análise da Conversa (SACKS; SCHEGLOFF; JEFFERSON, 1974). Os resultados demonstram que, nos episódios da série Friends que foram analisados, o code-switching e o footing são mecanismos potenciais estratégicos de geração de humor que se formam em situações plurais com diversas funções de comicidade, tais como: sátira cultural, caricaturização estereotipada, representação da realidade, dentre outras.
Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-10-25T12:01:06Z No. of bitstreams: 1 Dissertacao Gilberto Broilo Neto.pdf: 2137616 bytes, checksum: dff4b5374bbd97c9f849d7dd7b3da707 (MD5)
Made available in DSpace on 2017-10-25T12:01:07Z (GMT). No. of bitstreams: 1 Dissertacao Gilberto Broilo Neto.pdf: 2137616 bytes, checksum: dff4b5374bbd97c9f849d7dd7b3da707 (MD5) Previous issue date: 2017-10-25
This dissertation is about code-switching and footing in the north-american sitcom Friends. Both the switch of language and the identity positioning are objects of analysis for the Interactional Sociolinguistics area (GOFFMAN, 1981; HUDSON, 1996; DURANTI, 1997), which is the main theory of this investigation. Not only theoretical aspects of this background are used but also studies about humour (RASKIN, 1979; WRIGHT, 1875), sitcom (FURQUIM, 1999; SAVORELLI, 2010; VANDAELE, 1996), multimodalidality (GOODWIN, 2010; KRESS; LEEUWEN, 1996; VIEIRA; SILVESTRE, 2015), estereotypes (LAKOFF, 1987; SCHIAPPA; GREGG; HEWES, 2005), performance (TURNER, 1987), social generalization (BLUM, 2004), among others. In order to solve the problem of this research, which resides in understanding whether both code-switching and footing are strategies of humour in the sitcom Friends, we opted for the case study of this situational comedy and for the investigation of the communicative acts in which the switch of linguistic codes and identity repositiong are found. The general objective of this research is to examine the connection between humour creation and the situations in which there is evidence of code-switching between American English and British English, positioning between American English varieties and the multimodal positioning of communicative interactions in episodes of the sitcom Friends. The specific objectives are (a) to identify the constructs of cultural identity in the sitcom Friends, (b) to identify the situations of code-switching in the humour generation, (c) to analyse the situations of code-switching and the multimodal aspects of the communicative act and (d) to analyse the effects of humour, highlighting the intervenient cultural aspects related to such effects. In order to fulfill these objectives, we, also, based our research on the studies of framing (GOFFMAN, 1974), which are identified in the scenes of code-switching and footing, being transcribed according to the Conversation Analysis symbolic conventions (SACKS; SCHEGLOFF; JEFFERSON, 1974). The results show that, in the episodes of the series Friends analysed, both code-switching and footing are potential strategic mecanisms to create humour formed in several situations through different comical functions, such as: cultural satire, stereotyped caricature, reality representation, among others.

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Bacchus, Natashia Soraiya. "Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5303.

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The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.

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Woodfine, Debra A. "Friends and Neighbours (F.A.N.) Club, a prevention program on bullying : understanding and learning from the child's experience." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29558.

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Bullying within our schools is a serious social problem requiring extensive and holistic prevention programs to effectively address the problem. This present study set out to gain a better understanding of the child's experience after participating in a Friends and Neighbours (F.A.N.) Club puppet show on bullying. Eight children were interviewed and the results indicated that the program is well received by the children but the F.A.N. Club needs to be more systemic in its approach to include more school and parental involvement. In addition, further focus is needed on the role of bystanders to bullying. The F.A.N. Club is effective in teaching assertiveness skills to the victims of bullying but is missing a teaching opportunity with the bullies and the bystanders to bullying. Further findings are discussed with reference to the ecological perspective and the implications for social work.

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Buckley, Lisa D. "The design and preliminary evaluation of an intervention to reduce risk-taking behaviour among adolescents : the potential for protective behaviour toward friends." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16577/.

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Many adolescents are at risk of injury as a result of lifestyle, with high morbidity and mortality rates primarily affected by engagement in risk-taking behaviour (AIHW, 2004b). The study aimed to reduce injury through the design, implementation and evaluation of an intervention to affect risk-taking behaviour. The intervention was guided by theory,(Theory of Planned Behavior, TPB Ajzen, 1985) and selectively focused on increasing protective behaviour toward friends. To meet the aim, the intervention focused on the following risk-taking behaviours: alcohol use, interpersonal violence, being a passenger of, and own risky use of a motor vehicle or bicycle. The average age of participants of the study was fourteen. The program of research was divided into three stages that, as a whole, met the aim of designing and evaluating an intervention to reduce risk-taking behaviour among adolescents. The aim of the first stage was to provide the detail required for the program design (Stage 2). Stage 1 comprised a number of research processes including (i) a comprehensive literature review. The literature review included the rationale for reducing injury and risk-taking behaviour among adolescents, examination of the friendship relationship and assessing key issues and components of previously evaluated behaviour change programs. Stage 1 also included (ii) an assessment and operationalisation of the theoretical design (Theory of Planned Behavior and cognitive behavioural strategies). It was also found, in this Study 1, that the constructs of the TPB could explain friends' protective behaviour. Further, Stage 1 included (iii) Study 2, a qualitative evaluation of injury, risk-taking behaviour and key risk and protective factors for risk-taking behaviour from the perspective of young people conducted through focus groups. The information gathered in Stage 1 was used to develop the design of the program which comprised Stage 2. The next stage (Stage 3) involved an impact evaluation of the program. Firstly, in Study 3, a qualitative study was conducted to assess intervention participants' and teachers' perceptions of the program and adolescents' change in behaviour and attitudes. Intervention participants felt that they reduced their risk-taking behaviour and increased their protective behaviour toward their friends. Overall, adolescents and teachers viewed the program favourably. Secondly, in Study 4, a quantitative evaluation was conducted. Preliminary investigations found significant differences in change and behaviours among individuals from different ethnic backgrounds and, as such, analyses were conducted with the majority, Caucasian group only. The results indicated a reduction in risk-taking behaviours from baseline to follow-up in the intervention group and an increase in the comparison group. There was no support for the prediction that intervention students would increase their protective behaviour relative to the control group. Overall, the findings indicated challenges associated with designing and implementing an effective program to reduce risk-taking behaviour among adolescents.

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Buckley, Lisa. "The design and preliminary evaluation of an intervention to reduce risk-taking behaviour among adolescents : the potential for protective behaviour toward friends." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16577/1/Lisa_Diane_Buckley_Thesis.pdf.

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Many adolescents are at risk of injury as a result of lifestyle, with high morbidity and mortality rates primarily affected by engagement in risk-taking behaviour (AIHW, 2004b). The study aimed to reduce injury through the design, implementation and evaluation of an intervention to affect risk-taking behaviour. The intervention was guided by theory,(Theory of Planned Behavior, TPB Ajzen, 1985) and selectively focused on increasing protective behaviour toward friends. To meet the aim, the intervention focused on the following risk-taking behaviours: alcohol use, interpersonal violence, being a passenger of, and own risky use of a motor vehicle or bicycle. The average age of participants of the study was fourteen. The program of research was divided into three stages that, as a whole, met the aim of designing and evaluating an intervention to reduce risk-taking behaviour among adolescents. The aim of the first stage was to provide the detail required for the program design (Stage 2). Stage 1 comprised a number of research processes including (i) a comprehensive literature review. The literature review included the rationale for reducing injury and risk-taking behaviour among adolescents, examination of the friendship relationship and assessing key issues and components of previously evaluated behaviour change programs. Stage 1 also included (ii) an assessment and operationalisation of the theoretical design (Theory of Planned Behavior and cognitive behavioural strategies). It was also found, in this Study 1, that the constructs of the TPB could explain friends' protective behaviour. Further, Stage 1 included (iii) Study 2, a qualitative evaluation of injury, risk-taking behaviour and key risk and protective factors for risk-taking behaviour from the perspective of young people conducted through focus groups. The information gathered in Stage 1 was used to develop the design of the program which comprised Stage 2. The next stage (Stage 3) involved an impact evaluation of the program. Firstly, in Study 3, a qualitative study was conducted to assess intervention participants' and teachers' perceptions of the program and adolescents' change in behaviour and attitudes. Intervention participants felt that they reduced their risk-taking behaviour and increased their protective behaviour toward their friends. Overall, adolescents and teachers viewed the program favourably. Secondly, in Study 4, a quantitative evaluation was conducted. Preliminary investigations found significant differences in change and behaviours among individuals from different ethnic backgrounds and, as such, analyses were conducted with the majority, Caucasian group only. The results indicated a reduction in risk-taking behaviours from baseline to follow-up in the intervention group and an increase in the comparison group. There was no support for the prediction that intervention students would increase their protective behaviour relative to the control group. Overall, the findings indicated challenges associated with designing and implementing an effective program to reduce risk-taking behaviour among adolescents.

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Books on the topic "FRIENDS program"

1

Jack, Bishop, ed. Cookingwith Friends. Nashville, Tenn: Rutledge Hill Press, 1995.

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Friends. New York: New American Library, 2004.

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Bennett, Elayne. Best Friends: Program guide. Washington (5505 Connecticut Ave., N.W., Suite 264, Washington 20015-2601): Best Friends Foundation, 1994.

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Painter, Carol. Leading a friends helping friends peer program. Minneapolis, MN: Educational Media Corp., 1989.

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Wilson, Amy Lyles. Cooking with friends. Nashville, Tenn: Rutledge Hill Press, 1995.

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Kim, Jae-Ha. Best of Friends: The unofficial Friends companion. New York: HarperPerennial, 1995.

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Making Friends in the U.K: The official companion. London: Channel 4 Books, 1998.

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Best of "Friends": The unofficial "Friends" companion. New York, NY: Harper Collins, 1995.

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Miniature Book Collection (Library of Congress), ed. Friends. Kansas City: Andrews and McMeel, 1995.

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David, Wild. Friends: The official companion. New York: Doubleday, 1995.

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Book chapters on the topic "FRIENDS program"

1

Kingsley, Karrie L. "The Moving to Make Friends © Program." In An Evidence-Based Guide to Combining Interventions with Sensory Integration in Pediatric Practice, 268–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003050810-21.

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Iizuka, Cristina Akiko, Paula Barrett, and Kate Morris. "Anxiety Prevention in School Children and Adolescents: The FRIENDS Program." In The Wiley-Blackwell Handbook of The Treatment of Childhood and Adolescent Anxiety, 519–43. Chichester, West Sussex, UK: John Wiley & Sons, Ltd., 2012. http://dx.doi.org/10.1002/9781118315088.ch22.

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Taylor, Rosemarye T., and Nicole Lea Marsh. "Critical Friends: Roles in Doctoral Program Development, Implementation, and Refinement." In Redesigning Professional Education Doctorates, 25–45. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137358295_3.

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Sands, Deanna Iceman, Connie L. Fulmer, Alan Davis, Shelley Zion, Nancy Shanklin, Rodney L. Blunck, Nancy L. Leech, Ron Tzur, and Maria Araceli Ruiz-Primo. "Critical Friends’ Perspectives on Problems of Practice and Inquiry in an EdD Program." In Redesigning Professional Education Doctorates, 63–79. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137358295_5.

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Hobbs, Lorraine. "Making Friends with Yourself: A Mindful Self-Compassion Program for Teens and Young Adults." In Achtsamkeit und Selbstmitgefühl, 67–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-60318-5_7.

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Wexler, David B. "That’s What Friends Are For: Mentors, Lawyers Assistance Program (LAP) Lawyers, Therapeutic Jurisprudence, and Clients with Mental Illness." In Justice, Conflict and Wellbeing, 177–93. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0623-9_7.

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Grant, Robert Jason, Linda Barboa, Jan Luck, and Elizabeth Obrey. "Autism Friendly City Program." In The Complete Guide to Becoming an Autism Friendly Professional, 187–200. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003105633-11.

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Grant, Robert Jason, Linda Barboa, Jan Luck, and Elizabeth Obrey. "The Autism Friendly Training Program." In The Complete Guide to Becoming an Autism Friendly Professional, 112–50. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003105633-8.

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Cheng, Zheng, Dominique Méry, and Rosemary Monahan. "On Two Friends for Getting Correct Programs." In Leveraging Applications of Formal Methods, Verification and Validation: Foundational Techniques, 821–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47166-2_57.

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Reiss, Steven P. "Monitoring Program Execution." In The Field Programming Environment: A Friendly Integrated Environment for Learning and Development, 243–51. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-2215-7_16.

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Conference papers on the topic "FRIENDS program"

1

As Safira, Elsye, Mariena Syamsu, and Eric Darmawan. "Making Friends with Your Computer - A Participatory Approach of Office Ergonomics Program." In Asia Pacific Health, Safety, Security and Environment Conference. Society of Petroleum Engineers, 2009. http://dx.doi.org/10.2118/123437-ms.

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Rivero, Lina Maria Herrera Nunez, André Luiz Monezi Andrade, Bruno de Oliveira Pinheiro, Larissa Zeggio Perez Figueredo, Erlaine Pinto da Silva Barroso, and Denise De Micheli. "Effectiveness, Applications and Limitations of the Program Friends in Pre-School Children: An Integrative Revision." In IV International Symposium Adolescence(s) and II Education Forum. Universidade Federal de São Paulo, 2018. http://dx.doi.org/10.22388/2525-5894.2018.0064.

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Antunes, Mateus Dias, Ana Carolina Basso Schmitt, and Amélia Pasqual Marques. "DEVELOPMENT OF "AMIGOS DE FIBRO" (FIBER FRIENDS): AN INTERDISCIPLINARY EDUCATIONAL PROGRAM TO PROMOTE HEALTH IN FIBROMYALGIA." In 37º Congresso Brasileiro de Reumatologia. Sociedade Brasileira de Reumatologia, 2020. http://dx.doi.org/10.47660/cbr.2020.15516.

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Matsushige, Maya, Maya Matsushige, Yasunori Kozuki, Yasunori Kozuki, Ryoich Yamanaka, Ryoich Yamanaka, Mari Maeda, Mari Maeda, Yushu Tashiro, and Yushu Tashiro. "THE EFFECTS OF A SEASIDE ENVIRONMENTAL EDUCATION PROGRAM FOR PRESCHOOL CHILDREN AS SEEN IN THE CONTENTS OF BEFORE-AND-AFTER DRAWINGS." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b941c09fb97.08502786.

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In this study, an environmental education program for preschool children was conducted at the seaside, and its effects were evaluated by examining pictures of marine environments drawn by the children before and after the program. The purpose of the education program was to heighten children’s levels of interest in the sea, encourage them to perceive the seaside as a space for play, and increase their familiarity with it. When the children’s pictures drawn before and after the program are compared, the most striking difference is whether or not people are included in the picture. Of the 16 kids who drew both pictures, only one put a person in the picture before the program, but this increased to six afterward, and five of these depicted “sea animals and me” together. There was also one who drew “sea animals, my friends, and me,” and another who drew a four-panel comic strip telling a story. In addition, eight of the 16 children drew living things small and weakly beforehand, but more powerfully and dynamically afterward. As we have seen, the hands-on seaside experience during this education program acted on five senses and caused a change in their internal mental models. It also enabled them to perceive a connection between the sea and themselves, and in some cases to understand and express the relationship between human beings and the sea and between other children and themselves. In future studies, we intend to increase the number of case studies of this type of program.

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Matsushige, Maya, Maya Matsushige, Yasunori Kozuki, Yasunori Kozuki, Ryoich Yamanaka, Ryoich Yamanaka, Mari Maeda, Mari Maeda, Yushu Tashiro, and Yushu Tashiro. "THE EFFECTS OF A SEASIDE ENVIRONMENTAL EDUCATION PROGRAM FOR PRESCHOOL CHILDREN AS SEEN IN THE CONTENTS OF BEFORE-AND-AFTER DRAWINGS." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b431616d615.

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In this study, an environmental education program for preschool children was conducted at the seaside, and its effects were evaluated by examining pictures of marine environments drawn by the children before and after the program. The purpose of the education program was to heighten children’s levels of interest in the sea, encourage them to perceive the seaside as a space for play, and increase their familiarity with it. When the children’s pictures drawn before and after the program are compared, the most striking difference is whether or not people are included in the picture. Of the 16 kids who drew both pictures, only one put a person in the picture before the program, but this increased to six afterward, and five of these depicted “sea animals and me” together. There was also one who drew “sea animals, my friends, and me,” and another who drew a four-panel comic strip telling a story. In addition, eight of the 16 children drew living things small and weakly beforehand, but more powerfully and dynamically afterward. As we have seen, the hands-on seaside experience during this education program acted on five senses and caused a change in their internal mental models. It also enabled them to perceive a connection between the sea and themselves, and in some cases to understand and express the relationship between human beings and the sea and between other children and themselves. In future studies, we intend to increase the number of case studies of this type of program.

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Li, Michael, and Yu Sun. "FitConnect: An Intelligent Mobile Application to Automate the Exercise Tracking and Personalization using Big Data Analysis." In 9th International Conference on Artificial Intelligence and Applications (AIAPP 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.120916.

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In recent times with the pandemic, many people have been finding exercise as an outlet. However, this situation has made it difficult for people to connect with one another and share their progress with friends and family. This paper designs an application to utilize big data, a social media network, and exercise tracking [1][2]. The program aims to help people connect with others to support one another in their fitness journey. Through various experiments we demonstrated that the application was effective in connecting users with each other and overall improving their fitness experience. Additionally, people of all experience levels in fitness were generally satisfied with the performance of FitConnect, with those of higher experience being less satisfied than those with lesser experience. This application will facilitate getting into fitness through positive means for any person who wants to pursue a healthy lifestyle, whether in the walls of their house, a swimming pool, or a gym [3].

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June He, Juanjuan. "Design Thinking in Interdisciplinary Collaboration: Creating Innovative Solutions for Students' Community." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001967.

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Design thinking is a mindset and toolkit to effectively support the process of problem-solving and product development. Expanding knowledge of design thinking to non-design major students helps introduce the methodology and enhance creativity to a broader audience. In the fall semester of 2021, many college students came back to campus after more than one and a half years of remote learning due to Covid-19. They were eager to participate in in-person activities and communities. However, they faced anxiety and uncertainty in the post-pandemic environment. This paper introduces the theory and methods using design thinking and collaboration to help interdisciplinary students tackle problems in their community. Some group projects from the Product Design program at Drexel University are used here as examples, including topics on female students’ safety on campus, bike storage issues, and making friends in the university. Within this course, students from diverse disciplines collaborated to generate innovative solutions. Students’ presentations and feedbacks show improved confidence in creativity and a great passion to pursue further study in the design-related curriculum.

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Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.

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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.

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"Program Chairs." In 2016 Fifth International Conference on Eco-Friendly Computing and Communication Systems (ICECCS). IEEE, 2016. http://dx.doi.org/10.1109/eco-friendly.2016.7893209.

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Wibowo, Agung, Anton Humala Doloksaribu, and Aditya Cahya Kurnia Rahman. "Access to Environmentally Friendly Energy and Capacity Building for Communities in the 3T Frontier, Outermost and Least Developed Region Through the Corporate Social Responsibility Program." In SPE/IATMI Asia Pacific Oil & Gas Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205598-ms.

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Abstract PT. Pertamina EP Asset 5 Tarakan Field (PEP Tarakan Field) is one of the upstream oil and gas companies that play an active role in improving the community's welfare around its operational area through social responsibility programs. Through renewable energy access, community empowerment was one of the activities carried out in Tepian Village, Sembakung District, Nunukan Regency, North Kalimantan Province. This activity aimed to provide an alternative energy source that is environmentally friendly and more cost-effective to help reduce the cost of living for the underprivileged communities in the village. The concept of implementing the social responsibility program adapted by Tarakan Field consists of 4 elements: Organizing Identity, Organizing Transactivity, Organizing System, and Organizing Accountability. The program implementation began with a social mapping that includes data on beneficiaries of the diesel generator conversion program into a Solar-cell Home System. Then, conducted a Focus Group Discussion with village officials and related agencies to listen to suggestions and input on this program. Approximately 30 housing units/140 people from the pre-prosperous group became the beneficiaries of this program. Several residents were also given training in maintenance skills of the Solar-cell Home System unit, following the standards and procedures implemented by the company. Periodically, monitoring is also carried out to see how far the beneficiaries feel the program's impact. In addition, the implementation of monitoring was also helpful to detect obstacles encountered in program implementation so that improvements could be made immediately. Evaluation is carried out every year and at the end of the program mentoring period to see how far the beneficiaries feel the program's impact. Monitoring and evaluation carried out by Tarakan Field also involved other agencies such as academics to involve various disciplines. After this program was implemented, there was a 50% living costs reduction of the underprivileged groups because they no longer needed to buy diesel to turn on the diesel generator as a source of electrical energy. In addition, there is a reduction in carbon emissions from diesel generators and a decrease in noise levels in the environment around the village. This social responsibility program also supported the government's third point in the Nawacita programs: to build Indonesia from the margins and support the program to achieve the seven sustainable development goals (SDGs), namely clean and affordable energy. In 2017, this program became a trigger for the Ministry of Energy and Mineral Resources Republic of Indonesia assistance program in the form of a Solar-cell unit with a capacity of 75 kWp, which can accommodate the needs of the entire house network in Tepian Village.

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Reports on the topic "FRIENDS program"

1

Kraner, Mariah. Friends or Foes?: Examining Social Capital of International NGOs and Food Security Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1646.

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East, L. V. DCHAIN: A user-friendly computer program for radioactive decay and reaction chain calculations. Office of Scientific and Technical Information (OSTI), May 1994. http://dx.doi.org/10.2172/10167585.

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Chowdhury, Shyamal K., Mohammad Mainul Hoque, Shahidur Rashid, and Muhammad Nahian Bin Khaled. Targeting errors and leakage in a large-scale in-kind transfer program: The food friendly program in Bangladesh as an example. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/p15738coll2.133761.

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Kazianga, Harounan, Dan Levy, Leigh Linden, and Matt Sloan. The Effects of "Girl-Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso. Cambridge, MA: National Bureau of Economic Research, May 2012. http://dx.doi.org/10.3386/w18115.

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Clark, Louise. Accompanied Learning: Reflections on How ALRE Enhanced APRA’s Relevance and Effectiveness. APRA, Future Agricultures Consortium, April 2022. http://dx.doi.org/10.19088/apra.2022.035.

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This case study explores the claim that the Accompanied Learning for Relevance and Effectiveness (ALRE) approach contributed to stronger relevance and effectiveness of the Agricultural Policy Research in Africa (APRA) research programme. This report outlines the accompanied learning function of the ALRE team and how this ‘critical friend’ role supported APRA research teams in defining and reviewing their impact pathways, identifying and refining emerging evidence ‘nuggets’, and considering how to frame these insights to gain traction with specific policy debates and discourse.

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Dickens, Brian, and Eric Byrd. Programs to Estimate UV Dosage and Damage. National Institute of Standards and Technology, September 1999. http://dx.doi.org/10.6028/nist.ir.7500.

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The system of programs described in this paper is concerned with estimating the damage ensuing from exposure of specimens in dry and humid atmospheres to UV and visible radiation covering the solar range. Damage is monitored quantitatively by changes in IR spectra. The dose is estimated from UV spectra of the lamps and the interference filters (used to isolate a particular wavelength range). The dosage is estimated from the dose and the UV absorption of the specimens themselves. These programs allow rapid estimation of dosage and damage from regions of data, and manipulation and processing of the massive amounts of data required to carry out such comprehensive tests in a complete yet user-friendly manner.

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Ingwersen, Nicholas, Harounan Kazianga, Leigh Linden, Arif Mamun, Ali Protik, and Matthew Sloan. The Long-Term Impacts of Girl-Friendly Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso. Cambridge, MA: National Bureau of Economic Research, June 2019. http://dx.doi.org/10.3386/w25994.

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Artana, Daniel, Cynthia Moskovits, Jorge Puig, and Ivana Templado. Fiscal Rules and the Behavior of Public Investment in Latin America and the Caribbean: Towards Growth-Friendly Fiscal Policy?: The case of Argentina. Inter-American Development Bank, February 2021. http://dx.doi.org/10.18235/0003057.

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This paper analyzes the implementation of Fiscal Rules (FR) in Argentina. Several clear attempts to establish a FR at the national level are identified. The analysis suggests that the environment matters. The only FR that was binding in the period was approved in 2004 during an economic boom, with the country under a program with the IMF and with high political support. During the world financial crisis the expenditure ceilings were relaxed, however, and current primary expenditures soared. Simulations show that a countercyclical fund could have been implemented even after reducing highly distorting taxes at the federal and provincial levels, and at the same time securing a high level of capital expenditure as a share of GDP, had Argentina complied with the 2004 FR. Moreover, an econometric exploration of the link between flexible FRs and public investment finds that a flexible FR helps to mitigate the negative effects of fiscal consolidations on provincial public investment. Based on the previous analysis, guidelines for a proposal for a FR in Argentina are provided.

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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).

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Kintner-Meyer, Michael CW, Ross T. Guttromson, Daniel L. Oedingen, and Steffen Lang. Final Report for the Energy Efficient and Affordable Small Commercial and Residential Buildings Research Program - Project 3.3 - Smart Load Control and Grid Friendly Appliances. Office of Scientific and Technical Information (OSTI), July 2003. http://dx.doi.org/10.2172/15004452.

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