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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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Dillon, John, and Anne Swinbourne. "Helping Friends: a peer support program for senior secondary schools." Australian e-Journal for the Advancement of Mental Health 6, no. 1 (January 2007): 56–62. http://dx.doi.org/10.5172/jamh.6.1.56.
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Bibbo, Jessica, and Sarah Nicolay. "PILOT PROGRAM EVALUATION RESULTS OF DEMENTIA FRIENDS FOR INCARCERATED SETTINGS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 233. http://dx.doi.org/10.1093/geroni/igac059.925.
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Abstract This presentation will present the findings from the pilot sessions. 266 people completed both pre- and post-session surveys (Mage=46.10, SDage=11.47; Female=62.03%; Full time=97.36%). Sixty-five percent knew a person living with dementia (PWD) and 28.57% said they worked with PWD. Four out of the five attitude items (e.g., I am confident interacting with PWD; I am able to recognize behaviors that may be due to dementia) significantly improved (ps<0.001). There was no change in knowledge items (ps≥0.18); Ninety-five percent agreed they would use the information in their work and 95.82% would recommend the session to the people they worked with. Topics participants wanted to learn more about focused on communication with and activities for PWD in an incarcerated setting, learning more about dementia, adjusting the physical environment for PWD, and ensuring proper diet. Further, participants felt the session should be required for all ODRC staff.
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Sjögren, Elaine, and Anita Kärner Köhler. "The critical friend – a way to develop as a tutor in problem-based learning groups." Högre utbildning 11, no. 3 (2021): 39. http://dx.doi.org/10.23865/hu.v11.3313.
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Tutors in problem-based learning (PBL) need to reflect on their role, to prevent stagnation. We aimed to explore the learning experiences of tutors gained by being and having a critical friend in a PBL group. Eight teachers, from several professional programs at the Faculty of Medicine of a Swedish university, participated in a cross-program activity involving the being and having a critical friend to improve their skills as PBL group tutors. They were individually interviewed, and the transcriptions were subjected to conventional qualitative content analysis. The results revealed that a critical friend from another discipline can be useful and that experiences from both roles, to be and to have a critical friend, is necessary for reflection and learning, and thus optimal results. We conclude that support from the organisation, knowledge sharing, and communication are required to enable a systematic use of critical friends to be implemented with credibility.
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Vitaro, Frank, and Richard E. Tremblay. "Prévention de la délinquance : le rôle médiateur des pairs." Criminologie 31, no. 1 (September 1, 2005): 49–66. http://dx.doi.org/10.7202/017411ar.
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The objective of this study was to test whether friends' characteristics mediated the link between early reduction of disruptive behavior and later reduction of delinquency (through a prevention program). The prevention program includes two components : social-cognitive-skills training for boys and parent-skills training at home. It was applied over a two-year period when the subjects were 8- and 9-year-old. Subjects were low SES boys rated as disruptive by their kindergarten teachers. They were randomly assigned to a prevention or a control condition. Their friends ' aggressiveness was rated by classmates over a three-year period following the end of the prevention program. Subjects reported on their delinquent behaviors when they were 13- and 14-year-old. Results indicate that friends' aggressiveness partially mediated the impact of the program on preventing delinquency. However, compared to the control boys, other mediating variables might also have played a role.
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Pahl, Kristine M., and Paula M. Barrett. "The Development of Social–Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program." Australian Journal of Guidance and Counselling 17, no. 1 (July 1, 2007): 81–90. http://dx.doi.org/10.1375/ajgc.17.1.81.
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AbstractThe development of social–emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are socially and emotionally well adjusted do better at school, have increased confidence, have good relationships, take on and persist at challenging tasks and communicate well. The school setting is the optimal environment to implement interventions focused on increasing social–emotional competence. This article examines the importance of developing social–emotional competence during the early years of life and discusses universal intervention approaches within the classroom. A particular universal intervention program — The Fun FRIENDS program (Barrett, 2007) — aimed at increasing social–emotional competence is described in detail. The Fun FRIENDS program is a developmentally tailored, downward extension of the preexisting, evidence-based FRIENDS for Life program (Barrett 2004; 2005).
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Hall-Elston, Claudia, and Larry C. Mullins. "SOCIAL RELATIONSHIPS, EMOTIONAL CLOSENESS, AND LONELINESS AMONG OLDER MEAL PROGRAM PARTICIPANTS." Social Behavior and Personality: an international journal 27, no. 5 (January 1, 1999): 503–17. http://dx.doi.org/10.2224/sbp.1999.27.5.503.
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This study examines the social interactions older persons have with their children, spouses, and/or friends, the perceived emotional closesness present in these social relationships and the extent to which these relationships influence feelings of loneliness. Data from the participants were analyzed using ANOVA. Findings reveal that those who were married with no children or friends experienced the greatest loneliness, and that the emotional closeness experienced within social relationships may not be as important in understanding loneliness as is the simple existence of these relationships.
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Barrett, Paula, Brian Fisak, and Marita Cooper. "The Treatment of Anxiety in Young Children: Results of an Open Trial of the Fun FRIENDS Program." Behaviour Change 32, no. 4 (September 18, 2015): 231–42. http://dx.doi.org/10.1017/bec.2015.12.
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Background: Preschool-aged children exhibit a relatively high prevalence rate of anxiety disorders, and the course of these disorders is often chronic. However, surprisingly few studies have focused on the treatment of anxiety in this age group. In response to this limitation, the purpose of the current study was to examine the effectiveness of an open trial of the Fun FRIENDS (FF) program, a downward extension of the FRIENDS programs for preschool-aged children (5–7 years), in a community clinic setting. Method: The sample included 31 children diagnosed with an anxiety disorder. Treatment consisted of 10 weekly sessions administered in a group format. Parents also received two information sessions. Child anxiety, behavioural inhibition, and resiliency were assessed at preintervention, immediate postintervention, and at 12-month follow-up. Results: Significant decreases in child anxiety and shyness and improvements on measures of resiliency were observed following the completion of treatment. Conclusions: The results of this study provide support for the effectiveness of the Fun FRIENDS program as a treatment for anxiety in young children. Further, this study adds to the relatively small body of research focused on the use of CBT to treat anxiety disorders in this population.
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van der Mheen, Malindi, Jeroen S. Legerstee, Gwendolyn C. Dieleman, Manon H. J. Hillegers, and Elisabeth M. W. J. Utens. "Cognitive Behavioural Therapy for Anxiety Disorders in Young Children: A Dutch Open Trial of the Fun FRIENDS Program." Behaviour Change 37, no. 1 (October 30, 2019): 1–12. http://dx.doi.org/10.1017/bec.2019.16.
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AbstractAnxiety disorders in young children are highly prevalent and increase the risk of social, school, and familial problems, and also of psychiatric disorders in adolescence and adulthood. Nevertheless, effective interventions for this age group are lacking. One of the few available interventions is the Fun FRIENDS program. We examined whether young children with anxiety disorders showed less anxiety after participating in Fun FRIENDS. Twenty-eight clinically anxious children (4–8 years old) participated in the cognitive behavioural Fun FRIENDS program. The program consists of 12 weekly 1.5-hour sessions and was provided in groups of 3 to 5 children. At preintervention and direct postintervention, parents completed the Anxiety Disorders Interview Schedule for Children and Child Behavior Checklist. Clinically and statistically significant decreases were found in number of anxiety disorders, symptom interference, emotional and behavioural problems, internalising problems, and anxiety problems. The decrease in anxious/depressed problems and externalising problems was not significant. Furthermore, higher preintervention anxiety levels predicted more treatment progress, whereas sex and age did not. The Dutch version of Fun FRIENDS is promising in treating anxiety disorders in young children. Randomised controlled trials are needed to draw definite conclusions on the effectiveness of Fun FRIENDS in a clinical setting.
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Blissett, Sarah, Christine Law, Dante Morra, and Shiphra Ginsburg. "The Relative Influence of Available Resources During the Residency Match: A National Survey of Canadian Medical Students." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 497–502. http://dx.doi.org/10.4300/jgme-d-11-00043.1.
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Abstract Background Many medical students find choosing a residency challenging. There are several steps involved, including determining one's own priorities, arranging electives, choosing a training program and site, and preparing an in-depth application and a rank order list. Many resources are available to assist students, including the Canadian Resident Matching Service website, program websites, career counselors, career information sessions, mentors, peers, family/friends, and the Canadian Medical Residency Guide. Our study explored the relative impact of these resources on the career decision-making process. Method We invited medical students in their final year at 12 Canadian medical schools to complete an online survey. Questions included identifying the relative utility of resources in the context of each component of the decision-making process. Responses were analyzed using descriptive statistics. Results The response rate was 71% (1076 of 1518). Overall, mentors, family/friends, and peers had the most impact on students' decision making. Career counselors, websites, and the Canadian Medical Residency Guide had much less impact. Family/friends were most frequently cited as essential to the process; however, family/friends and peers were equal in having some impact. Conclusions Our findings suggest that students are most influenced by family, friends, and peers, who are not involved in the formal residency selection effort. Appreciating the impact of these influences on students' decision making is important to understanding how they decide on their future careers. The study supports continuation of mentorship programs. Future work could focus on qualitative research to further characterize resource use.
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Rika, Rika Pristian, Chyntia Heru Woro Prastiwi, Neneng Rika Jazilatul Kholidah, Fifi Zuhriah, and Sri Ningsih. "Busy book as a means to build multiliteracies for children at TBM Smart Friends." Community Empowerment 7, no. 12 (December 31, 2022): 2066–72. http://dx.doi.org/10.31603/ce.7848.
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Since 2021, Trembes village has had a Smart Friends TBM (Community Reading Park) to increase village literacy. However, this TBM has fewer varied activities and programs, and the number of visitors is still low. To solve these issues, the PkM team implemented a community service program that used busy books to assist children in improving their multiliteracy competencies in the fields of economic, English, mathematics, Pancasila, and citizenship literacy. Various methods are developed, including lectures, volunteerism, questions and answers about interesting and popular themes, and demonstrations. As a result of this program, children were able to create and present busy book sheets with the themes of economic, English, mathematics, Pancasila literacy, and citizenship literacy.
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Cardona Gómez, Jason, and Carlos Mario Arango Paternina. "Consumo de alcohol en estudiantes de educación superior: análisis de redes sociales de amigos universitarios (Alcohol consumption in higher education students: analysis of social networks of university Friends)." Retos 44 (November 23, 2021): 346–56. http://dx.doi.org/10.47197/retos.v44i0.90679.
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Objetivo: identificar asociaciones entre las redes de amigos (densidad de la red de amigos, comportamiento de los amigos, popularidad y conglomerados de amigos), y los comportamientos relacionados con el consumo de alcohol en estudiantes universitarios. Métodos: estudio transversal de asociación. Se aplicaron mediciones sociodemográficas (sexo, edad, nivel socioeconómico, estructura familiar), consumo excesivo y riesgoso de alcohol, consumo de cigarrillo y variables de la red social. Mediante regresión logística se estiman OR e intervalos de confianza. Resultados: de las variables de la red social en mujeres, la densidad de la red se asoció al consumo riesgoso de alcohol, pertenecer al programa de Biología, al nivel socioeconómico alto y tener estructura familiar monoparental son factores que aumentan el consumo riesgoso de alcohol. En hombres aumentar la cantidad de amigos con consumo riesgoso de alcohol, tener estructura familiar monoparental y ser fumador, se asociaron al consumo riesgoso de alcohol. Respecto al consumo excesivo de alcohol en mujeres se encontró asociación con la cantidad de amigos con consumo excesivo de alcohol y pertenecer al programa de Biología. Conclusiones: el consumo riesgoso y excesivo de alcohol se asocia con la red social de amigos y es diferente por sexo. La red social de amigos universitarios es un medio en el que se comparten comportamientos no saludables, lo cual sugiere la importancia de indagar sobre el tema como un elemento que puede ayudar a combatir las enfermedades crónicas no transmisibles, esto ayudaría a definir perspectivas renovadas de promoción de la salud en universitarios.
Abstract. Objective: identify associations between networks of friends (density of the network of friends, behavior of friends, popularity and friend clusters), and alcohol-related behaviors in college students. Methods: cross-sectional association study. Sociodemographic measurements (sex, age, socioeconomic level, family structure), excessive and risky alcohol consumption, cigarette consumption and variables of the social network were applied. Using logistic regression, OR and confidence intervals are estimated. Results: of the variables of the social network in women, the density of the network was associated with risky alcohol consumption, belonging to the Biology program, high socioeconomic status and having a single-parent family structure are factors that use risky alcohol consumption. In men, the number of friends with risky alcohol consumption increases, having a single-parent family structure and being a smoker, were associated with risky alcohol consumption. Regarding excessive alcohol consumption in women, an association was found with the number of friends with excessive alcohol consumption and belonging to the Biology program. Conclusions: the risky and excessive consumption of alcohol is associated with the social network of friends and is different by sex. The social network of university friends is a means in which unhealthy behaviors are shared, which suggests the importance of investigating the subject as an element that can help combat chronic non-communicable diseases, this would help define renewed perspectives of promotion of health in university students.
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Majdi, Muhammad, and Ahmad Shofiyuddin Ichsan. "SEKOLAH RAMAH ANAK TERHADAP PENGEMBANGAN SOSIO-EMOSIONAL ANAK DI SD NEGERI NGUPASAN YOGYAKARTA." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 17, no. 1 (May 31, 2021): 1. http://dx.doi.org/10.35329/fkip.v17i1.1810.
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School being a source of stress among students seems to be a reality that all circles need to anticipate. As a formal educational institution, school has to have a friendly nature, both friendly to children and friendly to the environment, so that they can have a positive effect on children's socio-emotional development. The purpose of this research is to reveal how the contribution of Child Friendly School (SRA) in the socio-emotional development of children at SD Negeri Ngupasan Yogyakarta. This research is qualitative and the research method used is descriptive-inductive method. Data are collected and described through in-depth observations and interviews, while the data analysis method applied is Cresswell's qualitative data. The results show that the Child Friendly School (SRA) has a contribution in the socio-emotional development of children at SD Negeri Ngupasan Yogyakarta. The stages of the Child Friendly School Program include: 1) Anti-violence policies; 2). Implementation of the curriculum; 3 Educators and education personnel trained in child rights; 4). Facilities and infrastructure; 5). Student participation; and 6) Parental participation. The contribution obtained from the implementation of the Child Friendly School program in socio-emotional development is that students could respect others, more able to control emotions, responsive, bound by parental figures, care, imitate their friends, play games that use rules and create them, following an event, confident, tolerant, cooperative and responsible, and tend to spend time with friends.
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Rimkevičienė, Violeta, and Vijolė Mauragienė. "Children are Lived Social Difficulties and their Coping Strategies of Using the Program ‘Zippy’s Friends’ in Elementary School Adaptation Period: the Parents’ Attitude." Pedagogika 123, no. 3 (September 2, 2016): 172–86. http://dx.doi.org/10.15823/p.2016.41.
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The present article discusses the results of the research on parents’ attitudes towards their children-experienced difficulties analysed within the framework of the international ‘Zippy’s Friends’ Programme at the adaptation period in school. The findings of the research obtained on the basis of parents’ answers allow to assert that ‘Zippy’s Friends’ Programme was highly effective in assisting children at school to go through the period of adaptation and to overcome difficulties. The emotional states of the children who participated in the Programme improved considerably, and it took the children a shorter time to get used to school requirements. The research findings revealed that parents observed their children’s active attempts made at solving independently the arising problems or turning for help to others, or providing help to their peers; the children who participated in the Programme were more ready to show initiative, they felt more confident and were willing to demonstrante their abilities in solving problems of adaptation at school. The results of the research provided sufficient evidence in favour of these positive changes. The children who were Programme participants proved more capable of adjusting to the overall school environment, consequently, they experienced fewer problems of discipline and self-regulation, and, thus, their learning achievements were higher as well. In this way, ‘Zippy’s Friends’ Programme proved as a very effective instrument in helping children to acquire higher adaptive skills needed to function successfully both emotionally and socially in the new to children school environment.
The article presents the results of the study of parental attitudes towards children lived difficulties through an international program ‘Zippy’s Friends’, an adaptation of the school term. The analysis of the parents found out that the program ‘Zippy’s Friends’ helped the children to adapt to school, to overcome their difficulties. Participated in the survey overall emotional well-being is better, easier to become accustomed to the school’s procedures. The analysis of the results showed that parents of children observed tests to actively solve problems, seek help, to try to help friends, themselves often showed initiative, independence and skills in solving problems in the adaptation of the school term. Children participating in the program ‘Zippy’s Friends’ often tried to help others overcome difficulties, to successfully overcome the problems. The results showed that children who participated in the program ‘Zippy’s Friends’ is better adapted in school life than the control group children. The results showed that ‘Zippy’s Friends’ “children had fewer problems with self-regulation, learning and discipline, and they are used much more different coping strategies than children in the control group. In general, the results show that the children who had participated in the ‘Zippy’s Friends’ program received higher behavioral and emotional adaptation to school evaluations and divorced more positive reactions to the new school environment”.
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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Evaluation of an Anxiety-prevention and Positive-coping Program (FRIENDS) for Children and Adolescents of Non-English-speaking Background." Behaviour Change 18, no. 2 (June 1, 2001): 78–91. http://dx.doi.org/10.1375/bech.18.2.78.
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AbstractThis study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.
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St.Onge, Jennifer Rose, Robert Stephenson, and Bindu Senthil Kumar. "Validation of the FRIENDS Anxiety Prevention Program for Children in Canada." Canadian Journal of Community Mental Health 35, no. 3 (December 2016): 25–40. http://dx.doi.org/10.7870/cjcmh-2016-036.
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Sharkey, C., and S. Gourishankar. "Transplant Friends: an interactive education program for patients awaiting kidney transplantation." Transplantation Proceedings 35, no. 7 (November 2003): 2405–6. http://dx.doi.org/10.1016/j.transproceed.2003.08.010.
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Erika, Erika, and Danang Dwijo Kangko. "Friends of the Library Program as a Marketing Media for Library Services at LKC Binus University International: A Preliminary Research." Journal of Documentation and Information Science 1, no. 1 (November 21, 2017): 05. http://dx.doi.org/10.33505/jodis.v1i1.12.
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<p>Libraries can make a voluntary program involving their users. The Friends of the Library Program conducted by the Library and Knowledge Center of Binus University is one example. The program allows members to get involved in the daily operations of the Library and Knowledge Center of Binus University. The program has also attracted the attention of academician and the university leaders of Binus University International. Based on this background, this study is conducted to understand the role of this program in marketing the services of the Library and Knowledge Center of Binus University International. This study is a preliminary research using a qualitative approach with exploratory method. The results reveal that this program plays a pertinent role in marketing the services of the Library and Knowledge Center of Binus University International through the members and alumni of the Friends of the Library program.</p>
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Lindsay, Sally. "Exploring Skills Gained Through a Robotics Program for Youth With Disabilities." OTJR: Occupation, Participation and Health 40, no. 1 (August 13, 2019): 57–63. http://dx.doi.org/10.1177/1539449219868276.
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Children with disabilities often have fewer opportunities to engage in science, technology, engineering, and math programs that can enhance their educational and career opportunities. This study explored the quality, experience, and skills learned in a group-based robotics program for youth with disabilities. Survey responses of 23 youth (16 males, 7 females), aged 9 to 14 with a disability, were analyzed using descriptive statistics and thematic analysis. Our results showed that youth with disabilities who participated in a robotics program rated the quality of their experience, perceived impact of the program, and skills gained highly across most items. Children enjoyed participating in the program and especially building the robots and making friends. Clinicians should consider engaging children with disabilities in robotics programs to enhance their participation and skill development.
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Bailey, Victoria, Kent Kovacs, Christopher Henry, Qiuqiong Huang, and Larry J. Krutz. "Peer Irrigators and the Choice of Field Management and Water Control Practices for Irrigation in Arkansas." Agronomy 11, no. 12 (December 4, 2021): 2473. http://dx.doi.org/10.3390/agronomy11122473.
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We examined how irrigation techniques in use by family and friends influence the use and share of land utilizing different irrigation techniques by Arkansas producers. A bivariate sample selection model simultaneously estimated how farm characteristics determine the use and explain the share of a farm that utilizes an irrigation technique. We found that the irrigation techniques in use by family and friends do affect the irrigation techniques a producer uses and the share of acres utilizing different irrigation techniques. A producer with a family or friend that uses end-blocking irrigation is 41% more likely to use end-blocking themselves. Having a family or friend who uses pivot irrigation technology tends to decrease the share of irrigated acres that utilizes end block irrigation by 0.211. We also found that when the irrigation techniques in use by family and friends interact with variables such as location and participation in a regional conservation partnership program, the effects on the producer’s decision vary. The share of irrigated acres that use cutback irrigation decreases by 0.21 for a producer who has a peer that uses irrigation scheduling. However, if the producer lives along Crowley’s Ridge and has a peer that uses irrigation scheduling, the share of irrigated acres that use cutback irrigation decreases by an additional 0.54.
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Gugliucci, Marilyn, Amy Lin, and Shirley Weaver. "Vet To Vet Maine: COVID 19 Effect on a Veteran Companion Pilot Study in Reducing Social Isolation and Loneliness." Innovation in Aging 5, Supplement_1 (December 1, 2021): 741. http://dx.doi.org/10.1093/geroni/igab046.2753.
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Abstract Background: Maine veterans represent 11.8% of Maine population, twice that of the United States. Veterans are at risk for social isolation, loneliness and suicide. The mission of Vet To Vet (V2V) Maine, a non-profit organization, connects trained veteran volunteers with fellow veterans (veteran friends) for companionship, assistance with benefits, and support independent living. This study: (1) assessed if V2V program fulfilled its mission; and (2) determined any care partner effects from the program. Methods: Mixed methods research spanned 6-months, 2019-2020. Twenty-four participants; trained Veteran Volunteers (VV) were paired with Veteran Friends. Four Care Partners (CP) of Veteran Friends participated. Assessments included pre/post Veteran Rand Health Survey (VR-12), Patient Health Questionnaire (PHQ-9), and Late Onset Stress Symptomatology (LOSS) Short Form. CPs completed pre/post Zarit Burden Interview (ZBI-22) assessments. Qualitative interviews focused on visits/activities, relationship building, and program feedback. Data analyses included Wilcoxon Sign Test and NVivo 12+ Qualitative Data Analysis Software. Results: Pre/post data failed to show significance (P=.05), however trends supported an improvement in mental and physical health scores. COVID-19 was a confounding variable as state stay-at-home orders occurred at the companion program study mid-point. Three key themes included; (1) Veteran Companionship; (2) Effects of COVID; and (3) Care Partners. The V2V Companion program was determined effective and reported highly successful relationship matches. CPs confirmed the importance and benefits of V2V. Conclusion: The V2V Maine companion program pilot research supported success in connecting Veterans Volunteer and Veteran Friends; fostering companionship, friendships, mentoring, assisting with benefits, and supporting independent living.
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Dewi, Rossida Kusuma, Tanjung Anitasari Indah Kusumaningrum, Mayang Widya Saputri, Dicha Febriyanti, and Sonia Pebrianti. "Faktor Personal dan Sikap Teman mengenai Tindakan Pencegahan Dampak Penularan HIV/AIDS dengan Stigma Mahasiswa Terhadap Orang dengan HIV/AIDS (ODHA)." Jurnal Kesehatan 14, no. 2 (December 14, 2021): 184–94. http://dx.doi.org/10.23917/jk.v14i2.15056.
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The prevention program of the impact of HIV / AIDS is a form of handling the existence of the stigma and discrimination of PLWHA. This study aims to analyze the relationship of personal factors consisting of knowledge, perceptions and attitudes of friends about prevention the impact of HIV / AIDS with the stigma of student at the PLWHA, as well as looking for the factors that most influence student stigma against people living with HIV/AIDS. This research is an analytic observational study with a cross sectional approach with a research population of all students of the 2016 and 2017 batches classes of the University in Sukoharjo, totaling 12,457 students with a sample used was 500 students with Proportional Random Sampling. The data collection was using a self administered questionnaire and the data were analyzed using the Chi-Square test in the bivariate test while the logistic regression test was used for multivariate analysis. The results of the bivariate test showed that knowledge (p value = 0,0001), perception (p value = 0,0001), and the attitudes of friends (p value = 0,0001) with stigma of students towards PLWHA with a significant level of a = 0,05. The multivariate test found that the attitude of friends is the most influential factor on student stigma in PLWHA (OR=5,627). It is necessary to provide information to students and the scope of their friendship about HIV/AIDS, as well as HIV prevention programs to reduce stigma in PLWHA. Keywords : personal factors, friend attitude, HIV/AIDS, stigma, PLWHA
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Harper, Kim, Carol A. Stalker, Sally Palmer, and Sue Gadbois. "Experiences of Adults Abused as Children after Discharge from Inpatient Treatment: Informal Social Support and Self-Care Practices Related to Trauma Recovery." Families in Society: The Journal of Contemporary Social Services 86, no. 2 (April 2005): 217–25. http://dx.doi.org/10.1606/1044-3894.2456.
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This qualitative study explored adults' perceptions of experiences that were helpful and unhelpful to their recovery from the traumatic effects of childhood physical and sexual abuse. The authors conducted in-depth interviews with 30 participants approximately 6 months after discharge from an inpatient trauma treatment program. Participants reported that barriers to recovery postdischarge were lack of follow-up support immediately after discharge, social isolation, lack of friends, problems with partners, and lack of emotional support from family members. Facilitating factors were concrete support from family and friends; emotional support, particularly from friends; developing a social network unrelated to the abuse history; and continuing self-care strategies learned in the inpatient program. Implications for community-based mental health professionals are discussed.
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Hou, Su-I. "PROGRAM PLANNING STRATEGIES AMONG OLDER ADULTS PARTICIPATING IN THREE PROGRAMS PROMOTING AGING-IN-COMMUNITY." Innovation in Aging 3, Supplement_1 (November 2019): S408—S409. http://dx.doi.org/10.1093/geroni/igz038.1521.
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Abstract This study examines program planning strategies among older adults participating in programs promoting aging-in-community (AIC) programs. Older adults from three programs were recruited (n=290): a university-based lifelong learning program (LLP; n=110), a county neighborhood lunch program (NLP; n=84), and a village program (n=96). Mean age was 72.4 (SD=8.68) years and 78% female. Findings showed NLP participants were more likely to obtain health information from TV (p=.030), friends and neighbors (p=.016), family members (p<.001), or mailed advertisement (p<.001); while less likely to obtain health information online (p<.001). Village members preferred afternoon while NLP participants preferred morning programs (p=.025). Most desired frequency was weekly (45%) and delivered in small group modes (68%). NLP participants were more likely to report self as risk takers (29% vs. 17%) or old tradition (23% vs. 3-8%) towards new technology adoption (p<.001). Results have implications on tailored program planning for older adults in different AIC programs.
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Barrett, Paula M., and Kristine M. Pahl. "School-Based Intervention: Examining a Universal Approach to Anxiety Management." Australian Journal of Guidance and Counselling 16, no. 1 (July 1, 2006): 55–75. http://dx.doi.org/10.1375/ajgc.16.1.55.
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AbstractAnxiety disorders are among the most common mental health problems affecting children and adolescents. Current estimates indicate that 1 in 5 children or 4 to 6 students within a classroom of 30 children are at risk for developing an anxiety disorder (Boyd, Kostanski, Gullone, Ollendick, & Shek, 2000). Of these children, many will not receive clinical intervention. The school environment is the optimal setting to address this issue and to minimise the risk and prevent the development of anxiety disorders. This article examines the importance of early intervention and prevention within the school setting through an examination of the risk and protective factors of anxiety and the comparability of three approaches to prevention in schools — selective, indicated, and universal approaches. All three prevention approaches are discussed along with the advantages and disadvantages of each. The applicability of the universal approach to prevention is discussed in relation to the FRIENDS for Life (FRIENDS) program (Barrett, 2004, 2005) and its implementation within schools. The FRIENDS program is an evidence-based, cognitive–behavioural anxiety program for children and youth. It is the only evidence-based program endorsed by the World Health Organization as an effective program for the prevention and treatment of anxiety and depression in children and youth.
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Barrett, Paula M., Alison L. Shortt, Tara L. Fox, and Katrina Wescombe. "Examining the Social Validity of the FRIENDS Treatment Program for Anxious Children." Behaviour Change 18, no. 2 (June 1, 2001): 63–77. http://dx.doi.org/10.1375/bech.18.2.63.
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AbstractThis study conducted the first evaluation of elements of social validity of the FRIENDS program, a cognitive-behavioural treatment package for childhood anxiety disorders. Parents, children, and adolescents were surveyed over time on their global satisfaction with the program, the acceptability of treatment components, and the completion of homework tasks. Results indicated a high level of satisfaction with the FRIENDS program and a high completion rate of homework tasks. Contrary to expectations, children rated the cognitive skills as more useful than adolescents did. Adolescents reported the behavioural strategy of graded exposure as more useful than other strategies. In addition, the relationship between treatment acceptability and clinical outcome was not significant. Limitations of the study and directions for further research are discussed.
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Martin, Dominique E., and Gabriel M. Danovitch. "Banking on Living Kidney Donors—A New Way to Facilitate Donation without Compromising on Ethical Values." Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine 42, no. 5 (August 23, 2017): 537–58. http://dx.doi.org/10.1093/jmp/jhx015.
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Abstract Public surveys conducted in many countries report widespread willingness of individuals to donate a kidney while alive to a family member or close friend, yet thousands suffer and many die each year while waiting for a kidney transplant. Advocates of financial incentive programs or “regulated markets” in kidneys present the problem of the kidney shortage as one of insufficient public motivation to donate, arguing that incentives will increase the number of donors. Others believe the solutions lie—at least in part—in facilitating so-called “altruistic donation;” harnessing the willingness of relatives and friends to donate by addressing the many barriers which serve as disincentives to living donation. Strategies designed to minimize financial barriers to donation and the use of paired kidney exchange programs are increasingly enabling donation, and now, an innovative program designed to address what has been termed “chronologically incompatible donation” is being piloted at the University of California, Los Angeles, and elsewhere in the United States. In this program, a person whose kidney is not currently required for transplantation in a specific recipient may instead donate to the paired exchange program; in return, a commitment is made to the specified recipient that priority access for a living-donor transplant in a paired exchange program will be offered when or if the need arises in the future. We address here potential ethical concerns related to this form of organ “banking” from living donors, and argue that it offers significant benefits without undermining the well-established ethical principles and values currently underpinning living donation programs.
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Hwang, Jong-yong. "A Study on the Effects of Friend Relationships and Parental Rearing Attitudes Perceived by Middle School Students on Their Aggression." Korean Association of Public Safety and Criminal Justice 31, no. 3 (September 30, 2022): 477–504. http://dx.doi.org/10.21181/kjpc.2022.31.3.477.
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The purpose of this study is to find out the effect of friend relationships and parental rearing attitudes perceived by middle school students on their aggression through a multiple regression model and to find countermeasures based on them. To this end, this study used data from 2,384 freshmen in middle schools in the Korean Children and Youth Panel Survey (KCYPS) 2018 conducted by the National Youth Policy Institute. The research data were analyzed using SPSS 24.
As a result of the analysis, between friend relationships, negative friend relationships had a significant effect on the increase in aggression, and among parental rearing attitudes, parental inconsistency and rejection had a significant effect on the increase in aggression, and parental autonomy support and warmth had a significant effect on the decrease in aggression. Comparing the size of effects, it was found that negative friend relationships were larger than parental rearing attitude variables, and it is not irrelevant to the tendency of middle school students to value the formation and maintenance of relationships with friends more than parents.
Based on the above research results, it was argued that in order to reduce the aggression of middle school students to prevent school violence, a program to resolve negative relationships with friends and improve parental rearing attitudes is urgently needed, and to this end, the operation of the program should be substantiated by improving the budget payment method. In addition, it's been more than a year since the autonomous police system was launched, it was also suggested to conduct restorative justice in the police stages as a member of the local community in cooperation with local governments and community youth organizations.
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Lowry-Webster, Hayley M., Paula M. Barrett, and Mark R. Dadds. "A Universal Prevention Trial of Anxiety and Depressive Symptomatology in Childhood: Preliminary Data from an Australian Study." Behaviour Change 18, no. 1 (April 1, 2001): 36–50. http://dx.doi.org/10.1375/bech.18.1.36.
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AbstractThis paper describes the development and preliminary findings of a program designed to prevent the development of anxiety and depressive symptoms in children aged 10 to 13 years. Using a universal prevention approach, a total of 594 children were randomly assigned on a class-by-class basis to either a 10-session family group CBT program (FRIENDS) routinely implemented as part of the school curriculum, or to a comparison group. Pre-post intervention changes were examined universally, and for children who scored above the clinical cut-off for anxiety at pretest. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms, regardless of their risk status, than the comparison group at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced improvements at posttest. Overall, these preliminary results appear to support the benefits of a school-based universal cognitive-behavioural intervention program. Implications of this study are discussed, and long-term follow-up measures are currently underway.
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Bin Auf Alamin, Fatahhillah Abdurrahman, and Nurul Latifatul Inayati. "PELAKSANAAN PROGRAM TAHFIDZ AL-QUR’AN DI PONDOK PESANTREN DAARUL QUR’AN SRAGEN." Iseedu: Journal of Islamic Educational Thoughts and Practices 4, no. 2 (October 1, 2020): 316–30. http://dx.doi.org/10.23917/iseedu.v4i2.14345.
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-Daarul Qur'an Sragen Islamic boarding school is a modern Islamic boarding school in the Sragen area which also presents the tahfidz Al-Qur'an program as the flagship program. The Al-Qur'an tahfidz program at the Daarul Qur'an Sragen Islamic boarding school targets students to 15 juz in three years. The purpose of this research is to find out about the implementation of the tahfidz Al-Qur'an program at the Daarul Qur'an Sragen Islamic Boarding School and to identify the supporting factors and obstacles to the implementation of the tahfidz program.This research belongs to the type of qualitative research which uses data collection techniques through observation, interviews, and documentation. The data analysis that has been obtained is done by using the deductive method. The analysis departs from general events and then is reduced to special parts.The Al-Qur'an tahfidz program at the Daarul Qur'an Sragen Islamic Boarding School is programmed for all students. The program targets the memorization of 15 juz within three years. The Al-Qur'an tahfidz program is carried out every day in three activities, namely after dawn, before maghrib, and after isha '. The evaluation of the tahfidz program consists of three types, namely daily assessments, tahfidz exams according to memorization targets, competition-style exams held before graduation. The supporting factors for the implementation of the Al-Qur'an tahfidz program are the intention and youth, the existence of prayers and support from parents, motivation from friends, the existence of rewards and punishments, and a supportive time and place as well as instructors who guide them well. And the inhibiting factors are laziness, boredom, and boredom of students due to routine. Besides, there are difficulties in managing time, programs implemented in one place for all halaqohs, and also social environmental factors, namely like to follow less orderly friends.
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Mesurado, Belén, María Cristina Richaud, Claudia E. Vanney, and Concetta Pastorelli. "Promoting positive emotions and instilling concern for the needs of others during the COVID-19 pandemic." PLOS ONE 17, no. 10 (October 7, 2022): e0272922. http://dx.doi.org/10.1371/journal.pone.0272922.
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The purpose of this research is to study the efficacy of the home-based Hero program in promoting positive emotions and prosocial behavior during the COVID-19 pandemic. The sample included 237 12- to 15-year-old adolescents from Argentina. The level of positive emotions and prosocial behavior toward strangers, friends and family in the adolescent intervention group increased through the three evaluation periods. The Hero program was focused on recognizing one’s own emotions and provided an opportunity to reflect on different positive aspects of life, thus allowing a change in perspective related to immediate negative events. Moreover, the program provided an opportunity to change adolescents’ perspective from personal worries to concerns about others, including friends, family members, and even strangers in need.
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Wahyuni, Sri Eka, Wardiyah Daulay, and Mahnum Lailan Nst. "Application of Dare Program for Increased Capabilities of Teenagersin Preventing Drug Abuse Through in Medan." Journal of Saintech Transfer 1, no. 2 (April 8, 2019): 108–15. http://dx.doi.org/10.32734/jst.v1i2.481.
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Teenagers are a group of humans who are vulnerable to the drug. It is all because of teenagers age have the process of seeking self of identity and focusing on the group's friends. This activity has done in Sari Rejo, Medan Polonia. Medan Polonia is the second area of higher drugs consumption in Medan. DARE Program (Drug Abuse Resistance Education) is one program that has proven effective as an intervention to prevent drug abuse for teenagers. This program is carried out by forming peer educators and then training cognitive, affective and psychomotor peer educator skills to prevent drug abuse. Teenagers can expressly reject the invitation of group friends or their peers to try to consume drugs.The results showed the affective and psychomotor capabilities of teenagers are different pre and post DARE Program (p=0,000, p-value 0,000). It is recommended that the overall DARE Program is carried out in order to improve the abilities of teenagers to prevent drug abuse.
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Neil-Sztramko, Sarah E., Giulia Coletta, Maureen Dobbins, and Sharon Marr. "Impact of the AGE-ON Tablet Training Program on Social Isolation, Loneliness, and Attitudes Toward Technology in Older Adults: Single-Group Pre-Post Study." JMIR Aging 3, no. 1 (April 20, 2020): e18398. http://dx.doi.org/10.2196/18398.
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Background The internet and technology can help older adults connect with family and friends. However, many older adults face obstacles to internet and technology use, such as lack of knowledge or self-efficacy. Objective The purpose of this study was to explore the impact of the AGE-ON tablet training program on social isolation, loneliness, and quality of life. Methods Adults aged >60 years took part in a series of 6 weekly workshops covering the basic features of a tablet. Before and after the program, social isolation, loneliness, social support, and quality of life were assessed. In addition, data on current tablet use and attitudes toward technology use were collected. Satisfaction with the program was also assessed at the end of the study using 6 Likert scale questions. Results The participants (N=32; mean age 76.3, SD 8.6 years) were predominantly female (n=20, 63%) and retired (n=30, 94%). The participants reported that they were highly satisfied with the program. After completing the program, no differences in social isolation, loneliness, social support, or quality of life were found. Frequency of tablet use increased and the attitudes of the participants toward technology improved. Conclusions The AGE-ON program resulted in increased tablet use frequency and may improve comfort and attitudes toward tablet use among older adults. This program may assist older adults in overcoming obstacles to internet and technology use to better connect with family and friends; however, further work targeting older adults who are socially isolated or at risk of social isolation is needed to more fully understand whether tablet training programs are beneficial in this population. Trial Registration ClinicalTrials.gov NCT03472729; https://clinicaltrials.gov/ct2/show/NCT03472729
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AL-Mutairi, Abdullah, and Muna Saeid. "Factors Affecting Students’ Choice for MBA Program in Kuwait Universities." International Journal of Business and Management 11, no. 3 (February 26, 2016): 119. http://dx.doi.org/10.5539/ijbm.v11n3p119.
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The attempt is made in this study to identify students’ motives and reasons behind enrolling in a MBA program offered by universities operating in Kuwait. It also explores criterion used to select the program. To achieve these objectives, data were collected through a well-designed and structured questionnaire and pre-testing was carried out to examine the efficiency of the instrument. The study showed that the main reasons behind selecting the MBA program by students are to satisfy their personal concerns and improve their knowledge and skills. Moreover, the students used program alumni and campus visit as main sources of information followed by friends’ suggestions and university websites. When evaluating the MBA programs, the students cited overseas accreditation as the most used criteria followed by faculty reputation, institution reputation and admission requirements.
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Gallegos-Guajardo, Julia, Norma A. Ruvalcalba-Romero, Ania Chávez-Amavizca, and Paula Barrett. "Evaluation of the Fun FRIENDS program with a sample of Mexican children." Pensando Psicología 16, no. 1 (May 20, 2020): 1–21. http://dx.doi.org/10.16925/2382-3984.2020.01.03.
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Introduction: Anxiety symptoms in young children can have negative consequences such as the deterioration of family and interpersonal functioning, and may lead to the development of an anxiety disorder; therefore, the importance of prevention.
Objective: The aim of this study was to evaluate the effectiveness of the Fun FRIENDS program in the reduction of children’s anxiety symptoms and the promotion of emotional and behavioral competences as a protective factor in a sample of Mexican children.
Methodology: The participants included 49 children from the first grade at elementary school along with their teachers. The program was implemented by teachers as twelve consecutive one-week sessions conducted in the classroom. The outcome was measured with a pretest-posttest quasi-experimental design. Measures included the Preschool Anxiety Scale (PAS), for parents, Behavioral and Emotional Rating Scale (BERS-2), for parents, and Strengths and Difficulties Questionnaire (SDQ), for parents and teachers.
Results: Findings showed a decrease in the subscale of separation anxiety of the PAS, an increase in the interpersonal, intrapersonal and affective strengths subscales of the BERS-2, and an increase in prosocial behavior as measured by the SDQ.
Conclusions: Results indicate promise for the effectiveness of the Fun FRIENDS program as an early intervention program based on the promotion of resilience for Mexican children.
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Wolff, J. L., E. Rand-Giovannetti, S. Palmer, S. Wegener, L. Reider, K. Frey, D. Scharfstein, and C. Boult. "Caregiving and Chronic Care: The Guided Care Program for Families and Friends." Journals of Gerontology Series A: Biological Sciences and Medical Sciences 64A, no. 7 (April 6, 2009): 785–91. http://dx.doi.org/10.1093/gerona/glp030.
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Todhunter, Maureen. "How to win friends and influence people Japan and the JET Program." Japanese Studies 12, no. 1 (May 1992): 1–7. http://dx.doi.org/10.1080/10371399208521921.
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Greenblat, C. S., S. Katz, J. H. Gagnon, and D. Shannon. "An innovative program of counseling family members and friends of seropositive haemophiliacs." AIDS Care 1, no. 1 (January 1989): 67–75. http://dx.doi.org/10.1080/09540128908260237.
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Jeon, Sungho, Sungchul Kim, and Hwanjo Yu. "Don’t Be Spoiled by Your Friends: Spoiler Detection in TV Program Tweets." Proceedings of the International AAAI Conference on Web and Social Media 7, no. 1 (August 3, 2021): 681–84. http://dx.doi.org/10.1609/icwsm.v7i1.14446.
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Providing a convenient mechanism for accessing the Internet, smartphones have led to the rapid growth of Social Networking Services (SNSs) such as Twitter and have served as a major platform for SNSs. Nowadays, people are able to check conveniently the SNS messages posted by their friends and followers via their smartphones. As a consequence, people are exposed to spoilers of TV programs that they follow. So far, there are two previous works that explored the detection of spoilers in texts, not SNS: (1) keyword matching method and (2) machine-learning method based on Latent Dirichlet Allocation (LDA). The keyword matching method evaluates most tweets as spoilers; hence its poor recall performance. The other method based on LDA, although successful on large text, works poorly on short segments of text such as those found on Twitter and evaluates most tweets as non-spoilers. This paper presents four features that are significant in the classification of spoiler tweets. Using those features, we classified spoiler tweets pertaining to a reality TV show (“Dancing with the Stars”). We experimentally compared our method with previous methods, with our method achieving substantially higher precision compared to the keyword matching and LDA-based methods while maintaining comparable recalls.
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Storey, Valerie A., and Brendan Richard. "The role of critical friends in supporting institutional change." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 412–28. http://dx.doi.org/10.1108/jarhe-10-2013-0043.
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Purpose – Over the course of three years (2010-2013), the Carnegie Project on the Education Doctorate (CPED; a Consortium of 86 colleges and schools of education) Phase I institutions were involved in the Fund for the Improvement of Secondary Education mixed-methods, multi-case study. Data were collected from Primary Investigators, and stakeholders involved in the (re) design of a professional practice doctorate in education. At the conclusion of the research study, each institution was the recipient of a Critical Friends (CFs) Response Report. The purpose of this paper is to provide insights into the effectiveness of CFs in supporting institutional change by developing a collaborative environment in Higher Education. Design/methodology/approach – First, the role of CFs, and Critical Friend Group (CFG) protocol is described. Second, analyzed data from CF Response Reports is reviewed. Lastly, recommendations for the application of the conceptual framing of CFs within the academy are discussed. Findings – CF Response Reports reflect application of CFG protocol All CF Response Reports contained examples of both positive and cool feedback. This outcome supports previous research (Curry, 2008; Kuh, 2006; Butler et al., 2011) which suggest the protocol structure helped the CFs to focus in order to be supportive and positive. Fewer reports (12) identified institutional and program challenges. This may be a reflection of the dichotomy between friendship and critique which may lead to tension (Swaffield, 2005). A CF may be more likely to articulate a challenge in a face to face meeting knowing that any ensuing tension can be immediately addressed as opposed to stating the issues on paper with no immediate opportunity for the recipient to respond. Research limitations/implications – Several limitations of the data deserve attention. First, the data did not allow us to explore the relationship between CFs, actual practice, and doctoral program reform. Another limitation of the data are that it emanates from Phase I CPED institutions only. As such, these CFs may not be generally representative. The study would be strengthened if the work could be extended to include institutions from Phase II and III CPED institutions. As the authors continue to develop the understanding of critical friendship in academia the authors can apply this knowledge to support colleagues in their doctoral program reform and redesign. Practical implications – Based on this study, it is possible to identify several recommendations that are instructive within a Higher Education context. Organizational change and specifically program (re) design is a complex process, and there is no clear certainty of success. Pragmatically, the impetus for utilizing the CF model should be intrinsic, developed by the institutions themselves. Organizational support, knowledge sharing, and communication is required to enable the CF model to be implemented with fidelity (e.g. presentations, and web site information). Social implications – Faculty may feel vulnerable and lacking in support, but the adoption of a CF model enables them to not only see the institution from a different perspective, but also helps them bring the familiar into a new focus. External institutional support can alleviate faculty vulnerability, enhance faculty resilience to in-house challenges, and facilitate institutional collaboration. Originality/value – This study suggests that the external advocacy of the CF can positively impact change in the academy, and innovative doctoral program design by first fostering individual resilience to encountered challenges, and second enhancing institutional learning through institutional collaboration.
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Pinto, Rogério M., and Mary M. McKay. "Lessons Learned from African American Women about Participation in a Family-Based HIV Prevention Program." Families in Society: The Journal of Contemporary Social Services 87, no. 2 (April 2006): 285–92. http://dx.doi.org/10.1606/1044-3894.3522.
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This study uses qualitative data from individual interviews with low-income, African American women (n = 92) between 19 and 35 years of age who participated in 12 two-hour sessions of a family-focused HIV prevention intervention. The study explores influences on three domains. At the individual domain, development of personal attributes and the perceptions that program staff was fair toward racial minorities appear to influence participation. At the program domain, staff friendliness and monetary incentive also influenced participation. At the social domain, influence of friends and emotional support influenced participation. Training staff to confront racism and to develop a culturally competent and friendly environment has the potential to increase attendance among participants at high risk for HIV exposure.