Journal articles on the topic 'Resilience-based life skills intervention'
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Subramanian, A. "DEVELOPING LIFE SKILLS IN YOUTH." International Journal of Research -GRANTHAALAYAH 4, no. 4SE (April 30, 2016): 65–74. http://dx.doi.org/10.29121/granthaalayah.v4.i4se.2016.2745.
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Life skills help young people navigate the challenges of everyday life. They enable them to develop into healthy, responsible, and productive adults. Adolescent life skills are central to psychological theories that aim to understand how skills and competencies develop. From a practical standpoint, the promotion of life skills has been identified as a key resource for enhancing positive and productive development in youth. As today’s societies rapidly become ever more diversified both demographically and politically, our youth and adolescents face multifaceted challenges. What do these societal demands imply for the key skills that young people need to acquire? Answering this question is important not only for maintaining the quality of civic life and social cohesion, but also for enabling children and adolescents to develop into healthy, productive, and autonomous adults. Defining such skills can also improve our assessment of how well prepared young people are for life’s challenges, and it can help us identify overarching goals for monitoring and evaluating education and intervention practices. Scholars, practitioners, and institutional administrators agree that having life skills help young people navigate these societal challenges, thereby contributing to their healthy, positive, and productive development. It is to define the key life skills in young people, identify their core domains, and review the theories and empirical evidence that address them and how they are acquired. The need for a developmental perspective is highlighted and the implications of a life skills framework for monitoring and evaluating educational and intervention practices are discussed. From the theoretical frameworks and exemplary models of life skills development in youth, it has become clear that despite conceptual differences, life skills frameworks for youth development suggest that all interventions need to provide age-appropriate ways for young people to fulfil their growth potential by improving their mental health, their learning, and their relationships with both adults and peers. On the other hand, this brief review has also shown that the frameworks provide a conceptual background for both research and application. They promise greater collaboration between researchers and practitioners, as well as improvements in developmentally informed intervention programs for youth. It highlights the potential for a new era of developmentally informed life skills intervention for youth. A coherent, rational, and sustainable intervention based on a youth development perspective and incorporating the principles of risk and resilience has tremendous potential for guiding the development of effective interventions.
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Bhatti, Iram Irshad, Dr Tahira Kalsoom, and Dr Tahira Batool. "The Effect of Resilience Intervention on Levels of Optimism." sjesr 3, no. 1 (April 19, 2020): 57–66. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(57-66).
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This study explores the impact of 3-weeks intervention based on resilience as a psychosocial skill to enhance the levels of optimism, self-esteem, and resilience as well as the correlation between these variables. Participants were selected randomly from the Law College studying in Undergraduate Program. The intact group received 3 two-hours weekly sessions. Measures of Life Orientation Test (Revised), resilience scale and self-esteem scale were administered to gauge pre-post intervention. Data analysis indicated a significantly higher resilience score, moderately high score on the self-esteem score and significant high-rise on levels of optimism providing a reasonable positive impact. The findings of the study clearly show that resilience intervention is effective to boost self-esteem, resilience and positive life orientation.
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Bhushan, Nivedita, Maihan Vu, Randall Teal, Jessica Carda-Auten, Dianne Ward, and Temitope Erinosho. "Assessing Challenges in Low-Income Families to Inform a Life Skills–Based Obesity Intervention." Health Promotion Practice 19, no. 6 (December 7, 2017): 915–24. http://dx.doi.org/10.1177/1524839917746118.
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Background. This article describes the formative research undertaken to explore challenges of low-income parents of 3-to 5-year-olds to inform a parent-focused life skills–based intervention to prevent obesity in preschool-aged children. Method. A total of 40 parents completed surveys, 30 parents participated in focus groups, and 5 community stakeholders participated in individual interviews. In each data mode, participants were asked to prioritize a list of challenges centered on parenting, family care, and self-care. Survey data were analyzed descriptively using SAS, while focus groups and interviews were analyzed for emerging themes using ATLAS.ti. Results. Parents reported needing strategies for managing children’s behavior around picky eating, limits/boundaries, tantrums, and routines. Challenges with child behavior management were compounded by parents’ inability to find affordable fun family activities outside the home and difficulties in communicating childrearing expectations to coparents/relatives who assisted with child care. Added to these were other competing priorities (e.g., financial) that led to the neglect of self, including the inability to find “me” time, build relationships, and care for one’s health. Conclusions. Interventions that address parenting, family care and self-care challenges of low-income parents may enhance resilience and support positive changes that can promote healthy development in children, including obesity prevention.
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Svence, Guna. "The concept of resilience- the scientific adaptation for society health." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 525. http://dx.doi.org/10.17770/sie2012vol1.79.
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The main idea of the paper to indicate the factors of resilience indicators. The task of the research - a theoretical analysis of the latest research resilience factors and resilience risk factors and to analyze the theory of the intervention of positive psychology and development programs. Based on quantitative methods (narrative content analysis) recognise the contents of resilience and create the resilience factor model. Author together with students form RTTEMA master study programme “Psychology” during last 4 years (Svence and Nereta, Pumpurina, Stale, Berzina, 2009-2012) has created a positive intervention author programme “Resilience skills training” and adapted in Latvian term “resilience” together with scale of resilience (Resilience Scale, RS, Wagnild & Young, 1993). Eksperimental programmes was based on the Penn Resilience Programme (Seligman at al, 1999) and Masters Resilience Trainer (Gillham, Reivich, & Jaycox, 2008 Reivich & Seligman, 2008) programms which include the vitaly of skills development (self-regulation, hardiness, optimism, meaningful live, character strengths, etc). The practical aim is to analyse and compare resilience indicators in the groups of different ages (this article will analyse one of them- 40-50 years old wimin leaders group) in the period of twelve weeks by using experimental program of positive intervention. One of researches (Svence, Berzina, 2011-2012) participants narrative content analysis proves that individuals with daily stress caused by various stressors, and it significantly affects psychological wellbeing, as a result of these stressors can be added to the resilience risk factors because they increase human adaptive interference. Narrative content analysis proves that, for examples, women's resilience is the compilation of the resources - the vitality of the personality resources, which includes the force of will, hope, optimism, ability to adapt to change, stress tolerance, ability to solve problems and make decisions, positive thinking and attitude towards yourself and life in general . Women's are important resilience factors is social support of relatives, which gives strength and comfort, communicating with other, previous experience, understanding of the resources resilience, sense of responsibility, positive attitudes towards themselves, belief in yourself and the desire to improve themselves. After the intervention of quantitative analysis of the results of the study the author concludes that resilience is a set of skills that can be developed. It is proved by the results of the indicators before and after the intervention is received as well as by the results achieved in positive psychology (Seligman et al, 1999; Gillham, Reivich, & Jaycox, 2008 Reivich & Seligman, Jackson, & Watkins, 2004, Khoshaba , Maddi, 1999, Gillham et al. 1991; Reivich, Shatte & Gillham,2003). Authors has approbated the programm “Resilience skills training” and has approved Resilience scale (Resilience Scale, RS, Wagnild & Young, 1993, translated by G. Svence, I.Berzina, 2011) and created a resilience factor theoretical and experimental model.
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Faulhaber, Manuela E., Amie Zarling, and Jeongeun Lee. "Acceptance Commitment Therapy Intervention for Custodial Grandfamilies." Innovation in Aging 4, Supplement_1 (December 1, 2020): 928. http://dx.doi.org/10.1093/geroni/igaa057.3403.
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Abstract Millions of American children under the age of 18 are being cared for by their grandparents and without the presence of the biological parents. The number of custodial grandfamilies has significantly increased over the last five years. Recent studies have shown that custodial grandparents (CPGs) are often facing specific challenges in life, such as lower emotional well-being, higher parenting burden and stress related to this unique situation. Despite these findings, few interventions take a strengths based approach to improve their mental health and resilience. We describe our efforts to address these issues by proposing intervention anchored in the Acceptance and Commitment Therapy (ACT), emphasizing the importance of acceptance of challenging circumstances outside of one’s control and promoting resilience among participants. The program consists of a web based ACT program with online coaching meetings, six common core sessions and six separate sessions for each age group over a time period of six months. This program is unique in the sense that it utilizes both individual and group session techniques to facilitate the learning process. Main active ingredients of this program are to promote effective coping strategies, to reduce parenting stress among grandparents and to increase life skills (i.e., decision-making, proactivity) among grandchildren. We are hypothesizing that participating in the ACT program will help CGPs to improve self-efficacy, emotional well-being, higher self-confidence, social competence, lower depressive symptoms, and parenting distress, thereby leading to positive outcomes such as improved mental health and higher resilience.
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Genter, Peter, Beverley Lim Høeg, Camilla Jensen Hamre, Elisabeth Anne Wreford Andersen, Susanne Oksbjerg Dalton, Bjørn Ribers, and Pernille Envold Bidstrup. "Protocol for ‘Resilient Caregivers’: a randomised trial of a resilience-based intervention for psychologically distressed partner caregivers of patients with cancer." BMJ Open 11, no. 11 (November 2021): e048327. http://dx.doi.org/10.1136/bmjopen-2020-048327.
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IntroductionIntimate partners of patients with cancer often experience significant distress, but there is a lack of psychological interventions that specifically target this population. ‘Resilient Caregivers’ is a novel resilience-based intervention for distressed partner cancer caregivers. The intervention was developed according to a resilience framework focusing on meta-reflective skills, coping strategies and value clarification. The aim of this study is to evaluate the effectiveness of this intervention in a randomised trial.Methods and analysisEighty participants will be invited through the Oncology Department at Herlev Hospital, Denmark and randomised to either the intervention or usual care. Participants are eligible if they are partners (married or unmarried) of patients diagnosed with cancer and experience distress (>4 on the distress thermometer). ‘Resilient Caregivers’ consists of seven manualised group sessions (2.5 hours each), focusing on resilience in relation to being a partner caregiver of a patient with cancer. The primary outcome is symptoms of anxiety, while secondary outcomes include distress, depression, quality of life, sleep quality and resilience. Data will be collected at baseline, 3, 6 and 12 months follow-up using validated scales, and analysed using mixed models for repeated measures.Ethics and disseminationThis study will follow the ethical principles in the Declaration of Helsinki and has been reviewed by the Ethics Committee of the Capital Region of Denmark (Journal no. 18055373). Written informed consent will be obtained from all participants. Results will be reported through scientific peer-reviewed journals and relevant conferences.Trial registration numberNCT04610034.
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Rutherford, Katrina, Amelia Britton, Janya McCalman, Catherine Adams, Mark Wenitong, and Richard Stewart. "A STEP-UP Resilience Intervention for Supporting Indigenous Students Attending Boarding Schools Its Development and Implementation." Australian and International Journal of Rural Education 30, no. 2 (July 17, 2020): 44–66. http://dx.doi.org/10.47381/aijre.v30i2.254.
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Developing and nurturing resilience is critical to the social and emotional wellbeing (SEWB) of Indigenous Australian adolescents and their continuing life trajectories. The attendance of many Indigenous adolescents from remote communities at boarding schools creates a need to prioritise and proactively create opportunities that build and nurture student resilience. This requires sustainable and multi-dimensional school-wide approaches. Despite this need, there are no documented SEWB or resilience building approaches for Australian Indigenous students who attend boarding schools. We describe the use of participatory action research to develop and implement a two-year STEP-UP intervention with boarding schools, designed to create supportive environments for improving psychosocial resilience and wellbeing of remote-living Indigenous students. The intervention consisted of three components implemented annually across eight schools: a site-specific STEP-UP action plan; staff capacity development; and an annual Schools and Communities Conference. Thematic analysis of a systematic literature review, documented action planning, conference group processes, resilience theory and survey findings from the associated broader resilience study resulted in the identification of six resilience building domains: valuing culture and identity; developing cultural leadership; nurturing strong relationships; building social and emotional skills; creating safe, supportive environments; and building staff capacity. These domains became the resulting framework for STEP-UP planning and enabled focused examination of practices and future planning. Learnings from the intervention process suggest principles to consider when designing interventions: utilising a strengths-based approach; design responsiveness; collaborative partnerships; institutional capacity; and sustainability. A resilience toolkit website was developed to enable knowledge translation and sustainability beyond the study.
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Rosenberg, Abby R., Miranda Bradford, Victoria Klein, Nicole Etsekson, Claire M. Wharton, Michele Shaffer, and Joyce P. Yi-Frazier. "The “Promoting Resilience in Stress Management” (PRISM) intervention for adolescents and young adults: A pilot randomized controlled trial." Journal of Clinical Oncology 35, no. 31_suppl (November 1, 2017): 176. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.176.
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176 Background: Adolescents and Young Adults (AYAs) with cancer are at risk for poor psychosocial outcomes, perhaps because they have yet to learn the skills needed to navigate the burdens of illness. We aimed to determine if a novel, brief, age-appropriate, skills-based intervention would improve psychosocial outcomes. Methods: “Promoting Resilience in Stress Management” (PRISM) is a manualized, brief intervention targeting stress management, goal-setting, cognitive reframing, and meaning-making. It consists of 4, 30-60 minute, in-person, 1:1 sessions plus a facilitated family-meeting. English-speaking AYAs (ages 12-25 years) with new or newly recurrent cancer were randomized to receive either PRISM or non-directive usual psychosocial care. Participants completed patient-reported outcome (PRO) surveys at the time of enrollment and 6 months later. We used mixed effects regression modeling to estimate associations between PRISM and the primary outcome (patient-reported resilience, measured by the Connor-Davidson Resilience Scale [CDRISC-10]) and secondary outcomes (health-related quality of life [PedsQL 4.0 Quality of Life Inventory], hope [Snyder Hope Scale], and psychological distress [Kessler-6 Psychological Distress Scale]) at 6 months. Results: N = 100 AYAs enrolled (78% of approached, n = 50 PRISM, n = 50 usual care) and 92 completed baseline responses (48 PRISM and 44 usual care). Of those who completed baseline, 73% were aged 13-17 years and 27% aged 18-25 years, and 43% were female. Attrition was similar in each arm and primarily due to medical complication and/or death; n = 36 (72%) PRISM and n = 38 (76%) usual care participants completed 6-month PROs. After adjusting for baseline scores, PRISM was associated with improvements in all instruments: Resilience (+2.3, 95% CI 0.7,4.0), quality of life (+6.3 (95% CI -0.8, 13.5), hope (+2.8, 95% CI 0.5, 5.1), and distress (-1.6, 95% CI -3.3, 0.0). Conclusions: A targeted intervention targeting skills for AYAs with cancer was effective in improving patient-centered outcomes. Clinical trial information: NCT02340884.
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Malete, Leapetswe, Daniel McCole, Tshepang Tshube, Thuso Mphela, Cyprian Maro, Clement Adamba, Juliana Machuve, and Reginald Ocansey. "Effects of a sport-based positive youth development program on youth life skills and entrepreneurial mindsets." PLOS ONE 17, no. 2 (February 4, 2022): e0261809. http://dx.doi.org/10.1371/journal.pone.0261809.
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Sport-based life skills interventions offer compelling pathways to understanding the role of physical activity and sport on youth psychosocial and other development outcomes. This is because of evidence that shows the benefits of sport programs to health and well-being of youth, and more lately other areas such as academic achievement and various life skills such as teamwork, leadership and goal setting. However, much of the research in this area of youth development is largely descriptive, with limited capacity to infer causal relationships and application across contexts. Therefore, this study examines the effects of a sport-based intervention program on life skills and entrepreneurial mindsets of youth from three African countries (n = 146, average age = 15.9 years, female = 48.6%). Half of the recruited participants were assigned to a three-week life skills intervention program and the remaining half to a sport-only control program. Both groups completed a demographic information questionnaire, Life Skills for Sport Scale and the General Enterprising Tendency v2 test. Two-way mixed ANOVAs showed significant post-intervention changes in life skills for both groups but changes in entrepreneurial mindsets for the intervention group only. This demonstrates the relevance of sport-based interventions to youth development outcomes in different contexts and the transformative potential of youth sport reported in previous studies. The findings have important implications for intentional and targeted delivery of programs to enhance specific youth development outcomes.
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Veronese, Guido, and Gianpiero Barola. "Healing stories: An expressive-narrative intervention for strengthening resilience and survival skills in school-aged child victims of war and political violence in the Gaza Strip." Clinical Child Psychology and Psychiatry 23, no. 2 (February 16, 2018): 311–32. http://dx.doi.org/10.1177/1359104518755220.
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Within a preventive framework, we outline a school-based intervention aimed at strengthening skills of survival and psychological functioning in children who have experienced war and political violence in the Gaza Strip. In accordance with a socio-ecological perspective on wellbeing and resilience, the pilot study aimed at evaluating the outcomes of a psychosocial narrative school-based intervention with a group of school-aged children in the aftermath of war. The intervention was oriented at empowering positive emotions, life satisfaction, and optimism in children as protective factors in preventing posttraumatic reactions after war. Findings showed the efficacy of the intervention in favoring life satisfaction in different ecological domains. Children in the intervention group showed greater appreciation for friends, school, family, themselves, and their living environment. At the end of the activity, children were increased the level of positive emotions, but negative feelings were stronger than before the narrative intervention. Clinical implications and future direction or community work are, then, discussed.
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Birrou, Zineb, Aziz Kich, and Mohamed Larouz. "The Emergence of Life Skills in Moroccan Higher Education." Andalas International Journal of Socio-Humanities 3, no. 2 (January 20, 2022): 129–43. http://dx.doi.org/10.25077/aijosh.v3i2.24.
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This paper provides an exploration of a range of perspectives and attitudes towards the emergence of Life Skills in the Moroccan Higher Education curricula. We briefly introduce the national context of the Bachelor’s Degree Reform (BDR) of 2019 introducing these skills as well as the international proactive measures to create a new space for well-being policies and assessments. The focus of the present article is to explore the students and professors’ views on officially integrating such innovative modules within the academic program for the first time. In order to obtain relevant data, a qualitative approach was adopted. The findings suggest that the majority of interviewed university professors were supportive of the aforementioned reform (BDR). The reluctant minority voiced out their concerns over the lack of clarity regarding the teaching and evaluation methodologies for skills in which there has been no proper teacher training yet. On the other hand, the students’ narratives after a six-week experimental Life Skills-based course suggest that the intervention was very successful, and seems to enhance emotional, and psychological health, therefore cultivating their overall well-being and resilience. In other words, their attitudes were unanimously positive and their perceived impact of the course deeply transformational.
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van’t Noordende, Anna T., Zoica Bakirtzief da Silva Pereira, Pritha Biswas, Mohammed Ilyas, Vijay Krishnan, Jayaram Parasa, and Pim Kuipers. "Strengthening individual and family resilience against leprosy-related discrimination: A pilot intervention study." PLOS Neglected Tropical Diseases 15, no. 4 (April 2, 2021): e0009329. http://dx.doi.org/10.1371/journal.pntd.0009329.
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Background Leprosy and leprosy-related stigma can have a major impact on psychosocial wellbeing of persons affected and their family members. Resilience is a process that incorporates many of the core skills and abilities which may enable people to address stigma and discrimination. The current study aimed to develop and pilot an intervention to strengthen individual and family resilience against leprosy-related discrimination. Methodology We used a quasi-experimental, before-after study design with a mixed methods approach. The 10-week family-based intervention was designed to strengthen the resilience of individuals and families by enhancing their protective abilities and capacity to overcome adversity. The study was conducted in two sites, urban areas in Telangana state, and in rural areas in Odisha state, India. Persons affected and their family members were included using purposive sampling. Two questionnaires were used pre-and post-intervention: the Connor-Davidson Resilience Scale (CD-RISC, maximum score 100, with high scores reflecting greater resilience) and the WHOQOL-BREF (maximum score of 130, with higher scores reflecting higher quality of life). In addition, semi-structured interviews were conducted post-intervention. Data were collected at baseline, a few weeks after completion of the intervention, and in the Odisha cohort again at six months after completion. Paired t-tests measured differences pre- and post- intervention. Qualitative data were thematically analysed. Findings Eighty participants across 20 families were included in the study (23 persons affected and 57 family members). We found a significant increase in CD-RISC scores for persons affected and family members from Odisha state (baseline 46.5, first follow-up 77.0, second follow-up 70.0), this improvement was maintained at six-month follow-up. There was no increase in CD-RISC scores post-intervention among participants from Telangana state. WHOQOL-BREF scores were significantly higher at follow-up for persons affected in both states, and for family members in Odisha state. No families dropped out of the study. In the qualitative feedback, all participants described drawing benefit from the programme. Participants especially appreciated the social dimensions of the intervention. Conclusion This pilot study showed that the 10-week family-based intervention to strengthen resilience among persons affected by leprosy and their family members was feasible, and has the potential to improve resilience and quality of life. A large-scale efficacy trial is necessary to determine the effectiveness and long-term sustainability of the intervention.
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Silva, Jorge Luiz da, Wanderlei Abadio de Oliveira, Diene Monique Carlos, Elisangela Aparecida da Silva Lizzi, Rafaela Rosário, and Marta Angélica Iossi Silva. "Intervention in social skills and bullying." Revista Brasileira de Enfermagem 71, no. 3 (May 2018): 1085–91. http://dx.doi.org/10.1590/0034-7167-2017-0151.
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ABSTRACT Objective: to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention. Method: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Results: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Conclusion: Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.
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MacIsaac, Angela, Aislin R. Mushquash, Shakira Mohammed, Elizabeth Grassia, Savanah Smith, and Christine Wekerle. "Adverse Childhood Experiences and Building Resilience With the JoyPop App: Evaluation Study." JMIR mHealth and uHealth 9, no. 1 (January 4, 2021): e25087. http://dx.doi.org/10.2196/25087.
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Background The effects of adverse childhood experiences (ACEs) on mental health, self-regulatory capacities, and overall resilience are well-known. Given such effects, ACEs may play a role in how individuals adjust to challenges later in life. Of interest in this study is the transition to university, a time of heightened stress when adapting to circumstances is required and when those with ACEs may need additional in-the-moment support to exercise resilience. A smartphone app may provide a worthwhile and readily accessible medium for a resilience intervention, provided behavioral outcomes are adequately evaluated. Objective This study evaluates the impact of an innovative, smartphone app–based resilience intervention. The JoyPop app was designed to promote resilience through the use of self-regulatory skills such as emotion regulation and executive functioning. Among a sample of first-year undergraduate students, we explored whether use of the app would be associated with positive changes in resilience and related outcomes, and whether these benefits were influenced by level of childhood adversity. Methods Participants (N=156) were requested to use the JoyPop app for 4 weeks, at least twice daily. Changes in resilience, emotion regulation, executive functioning, and depression were assessed after 2 and 4 weeks of app usage using multilevel modeling. Results The sample of 156 participants included 123 females and 33 males, with a mean age of 19.02 years (SD 2.90). On average participants used the app on 20.43 of the possible 28 days (SD 7.14). App usage was associated with improvements in emotion regulation (χ21=44.46; P<.001), such that it improved by 0.25 points on the 18-point scale for each additional day of app usage, and symptoms of depression (χ21=25.12; P<.001), such that depression symptoms were reduced by .08 points on the 9-point scale with each additional day of app usage. An interaction between ACEs and days of app usage existed for emotion regulation, such that participants with more adversity evidenced a faster rate of change in emotion regulation (P=.02). Conclusions Results highlight that daily incorporation of an app-based resilience intervention can help youth who have experienced adversity to improve emotion regulation skills and experience reductions in depression. The JoyPop app represents an important step forward in the integration of resilience intervention research with a technology-based medium that provides in-the-moment support.
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Ellis, Bruce J., JeanMarie Bianchi, Vladas Griskevicius, and Willem E. Frankenhuis. "Beyond Risk and Protective Factors: An Adaptation-Based Approach to Resilience." Perspectives on Psychological Science 12, no. 4 (July 2017): 561–87. http://dx.doi.org/10.1177/1745691617693054.
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How does repeated or chronic childhood adversity shape social and cognitive abilities? According to the prevailing deficit model, children from high-stress backgrounds are at risk for impairments in learning and behavior, and the intervention goal is to prevent, reduce, or repair the damage. Missing from this deficit approach is an attempt to leverage the unique strengths and abilities that develop in response to high-stress environments. Evolutionary-developmental models emphasize the coherent, functional changes that occur in response to stress over the life course. Research in birds, rodents, and humans suggests that developmental exposures to stress can improve forms of attention, perception, learning, memory, and problem solving that are ecologically relevant in harsh-unpredictable environments (as per the specialization hypothesis). Many of these skills and abilities, moreover, are primarily manifest in currently stressful contexts where they would provide the greatest fitness-relevant advantages (as per the sensitization hypothesis). This perspective supports an alternative adaptation-based approach to resilience that converges on a central question: “What are the attention, learning, memory, problem-solving, and decision-making strategies that are enhanced through exposures to childhood adversity?” At an applied level, this approach focuses on how we can work with, rather than against, these strengths to promote success in education, employment, and civic life.
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Pariente, Nirit, and Dorit Tubin. "Novice principal mentoring and professional development." International Journal of Mentoring and Coaching in Education 10, no. 3 (July 14, 2021): 370–86. http://dx.doi.org/10.1108/ijmce-01-2021-0015.
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PurposeThis article explores the contribution of mentoring to the professional development of novice principals. Based on Abbott’s (1988) framework, the authors suggest that effective mentoring depends on the extent it develops professional core knowledge, which includes the skills of diagnosis, intervention and inference that are heavily based on academic knowledge, practical experience, self-awareness and reflective ability.Design/methodology/approachAn exploratory qualitative methodology was applied to discover principals’ perceptions of their mentoring. The authors interviewed 15 novice principals about their mentoring events and conducted a category-based analysis to find out how these events reflect contributions to their diagnosis, intervention and inference skills.FindingsThe study found that most of the mentoring events provided support for the intervention skill, while ignoring the skills of diagnosis and inference. We suggest that to develop novice principals professionally, mentors should place similar emphasis on all three skills.Research limitations/implicationsThe small research population and its possible bias toward positive mentoring experience may present only part of the picture. Still, the data provided important insights into how mentoring supports (or not) professional skills development, even in the best cases. Using professional skills in a large sample survey of effective and less effective mentoring relationships would help to validate this framework.Practical implicationsFirst, the findings serve as a guideline for mentor training programs to help develop mentors’ ability to support all three professional skills. Second, the findings may help novice principals to evaluate their mentoring relationships and their contribution to developing professional core knowledge skills.Originality/valueThe professional skills framework adds to the principal mentoring literature by emphasizing the importance of diagnosis, intervention and inference skills, in addition to certain content and specific conditions.
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Foxhall, Mia, and Birgit Gurr. "Skills for life – evaluation of a group intervention for brain injury survivors." Social Care and Neurodisability 5, no. 4 (November 4, 2014): 214–22. http://dx.doi.org/10.1108/scn-07-2014-0013.
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Purpose – The purpose of this paper is to evaluate a weekly, group-based occupational therapy (OT) intervention in an inpatient brain injury rehabilitation unit. The evaluation aims to assess whether this intervention incorporates evidence-based recommendations for executive functioning and positive social interactions. Design/methodology/approach – A literature review was carried out to identify those components deemed most effective for improvements of executive functions and group interventions. Systematic observations of the intervention were used to collect data matching the research requirements. The group intervention which was subject to the evaluation was a weekly OT activity called Life Skills Group. Participants were four brain injured patients, aged between 49 and 62 years and on average 4.5 month post injury. The group activities included the preparation, cooking and consuming of a meal. Findings – Some elements of evidence-based procedure for executive functioning training were observed, including repeated practice and errorless learning. The group provided opportunities for social interaction and peer support/modelling. The evaluation indicated opportunities for improving executive functions within the Life Skills Group setting, for instance, the consistent use of errorless practice, repetition and meta-strategy training. Social interventions were mainly initiated by the facilitation therapists and opportunities for social skills training and positive interactions between participants were overlooked. The evaluation concludes in a set of recommendations aimed at optimising the effectiveness of future groups. Originality/value – This paper gives an example how the use of research evidence can influence and optimise cognitive rehabilitation, social training and group interventions. Thus it is an attempt to highlight how occupational interventions and social interactions can be improved by a systematic evaluation. The evaluation provides a framework for how OT and social interventions can be planned, implemented and researched which will hopefully increase systematic outcomes studies in this field in the future.
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Gabrielli, Silvia, Silvia Rizzi, Sara Carbone, and Valeria Donisi. "A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study." JMIR Human Factors 7, no. 1 (February 14, 2020): e16762. http://dx.doi.org/10.2196/16762.
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Background Adolescence is a challenging period, where youth face rapid changes as well as increasing socioemotional demands and threats, such as bullying and cyberbullying. Adolescent mental health and well-being can be best supported by providing effective coaching on life skills, such as coping strategies and protective factors. Interventions that take advantage of online coaching by means of chatbots, deployed on Web or mobile technology, may be a novel and more appealing way to support positive mental health for adolescents. Objective In this pilot study, we co-designed and conducted a formative evaluation of an online, life skills coaching, chatbot intervention, inspired by the positive technology approach, to promote mental well-being in adolescence. Methods We co-designed the first life skills coaching session of the CRI (for girls) and CRIS (for boys) chatbot with 20 secondary school students in a participatory design workshop. We then conducted a formative evaluation of the entire intervention—eight sessions—with a convenience sample of 21 adolescents of both genders (mean age 14.52 years). Participants engaged with the chatbot sessions over 4 weeks and filled in an anonymous user experience questionnaire at the end of each session; responses were based on a 5-point Likert scale. Results A majority of the adolescents found the intervention useful (16/21, 76%), easy to use (19/21, 90%), and innovative (17/21, 81%). Most of the participants (15/21, 71%) liked, in particular, the video cartoons provided by the chatbot in the coaching sessions. They also thought that a session should last only 5-10 minutes (14/21, 66%) and said they would recommend the intervention to a friend (20/21, 95%). Conclusions We have presented a novel and scalable self-help intervention to deliver life skills coaching to adolescents online that is appealing to this population. This intervention can support the promotion of coping skills and mental well-being among youth.
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Ferguson, Leah, Debaleena Sain, Esra Kürüm, Carla Strickland-Hughes, George Rebok, and Rachel Wu. "Long-Term Cognitive Effects From a Real-World Multi-Skill Learning Intervention in Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 518. http://dx.doi.org/10.1093/geroni/igab046.2002.
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Abstract Previous cognitive learning interventions have focused primarily on learning one or two novel real-world skills at a time, or utilizing computer-based programs to enhance specific cognitive skills (Ball et. al 2002; Park et. al, 2014). While these studies yielded immediate cognitive improvements in participants, the long-term benefits of continuing to learn several real-world skills in older adulthood is unclear. In the present two studies, the long-term (1-year post-intervention) benefits of a multi-skill learning intervention were investigated with older adult participants. Study 1 (a pilot sample) included 6 participants (67% female, M = 66.33 years, SD = 6.41, range = 58–74 years old) and Study 2 included 27 participants (67% female, M = 69.44 years, SD= 7.12, range = 58–86 years old). Following a three month intervention which entailed simultaneously learning at least three real-world skills, such as photography, drawing, and Spanish, participants’ cognitive abilities were assessed using four tasks (Flanker, Set-Shifting, Dot Counting, and N-Back), as well as RAVLT and Digit Span. Follow-up assessments were completed at three-, six-, and 12-month follow-ups after the interventions. Linear mixed-effects regression models revealed significant cognitive improvements across time points up to one year following the intervention compared to baseline assessments. These promising results support the idea that intense learning experiences may lead to considerable cognitive growth in older adulthood, as they do earlier in the lifespan.
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Mohamad Aun, Nur Saadah, Siti Marziah Zakaria, Abdul Rahman Ahmad Badayai, Idayu Badilla Idris, Tuti Iryani Mohd Daud, and Shima Dyana Mohd Fazree. "Quality of Life among Mothers of High Functioning Autism Spectrum Disorder (HFASD)Adolescents." International Journal of Environmental Research and Public Health 19, no. 11 (May 30, 2022): 6663. http://dx.doi.org/10.3390/ijerph19116663.
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Autism Spectrum Disorder (ASD) has become more prevalent globally. The disorder is predominantly characterised by low social skills noted explicitly in people with High Functioning Autism Spectrum Disorder (HFASD). The individuals usually possess a normal or superior intelligence quotient (IQ) but the disability impedes the achievement of their actual high potential, hence compromising their quality of life (QoL). Managing adversities encountered by children with HFASD often compromises the QoL of the entire family. Thus, this study aimed to identify specific domains of QoL among mothers of high-functioning autistic adolescents. The study assessed seven mothers of adolescents with HFASD using a semi-structured interview format. A thematic qualitative analysis was conducted to analyse the data. The results suggested that mothers perceived their QoL based on physical and emotional well-being, material well-being, interpersonal relationship, and environmental well-being. Intervention for HFASD is multidisciplinary, which targets a broad spectrum of symptoms and skills deficits and customises the programme to meet each individual’s different needs. Nonetheless, intervention facilities in Malaysia are seriously limited, particularly in supporting QoL for children with HFASD. Therefore, by identifying the domains of QoL would improve the mothers’ resilience in raising their children with HFASD.
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Green, Amy L., Stephen Ferrante, Timothy L. Boaz, Krista Kutash, and Brooke Wheeldon-Reece. "Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students." Journal of Primary Prevention 42, no. 5 (August 17, 2021): 531–47. http://dx.doi.org/10.1007/s10935-021-00642-3.
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AbstractSocial and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.
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Faulhaber, Ella, Meghan Custis, Emily Heupel, and Jeongeun Lee. "Acceptance Commitment Therapy Intervention for Custodial Grandfamilies: A Virtual Implementation." Innovation in Aging 5, Supplement_1 (December 1, 2021): 828. http://dx.doi.org/10.1093/geroni/igab046.3035.
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Abstract Custodial grandfamilies often face challenges, such as psychological distress, parenting burden, and grandchildren showing internalizing and externalizing behaviors. Given their circumstances, effective training and education is critical to provide a supportive family environment for both custodial grandparents and custodial grandchildren. The aim of this study was to develop, pilot and evaluate a psychosocial intervention for custodial grandfamilies. The program, interACT, was implemented virtually due to restrictions related to COVID-19. It is an intervention for custodial grandparents (CGPs) and custodial grandchildren (CGC) to improve psychological wellbeing and life skills. Participant eligibility was determined by grandfamilies having Iowa residency and legal guardianship or custody of an 8-12 year old grandchild. The program utilizes the Acceptance and Commitment Therapy (ACT) framework, focusing on psychological flexibility, acceptance, and psychosocial resilience for CGPs and CGC. The program used techniques such as mindfulness, self-compassion, and decision-making skills. During the pilot program stage, participants were divided into CGPs and CGC groups, and completed self-paced weekly 45 minute long modules through a program website. To enhance online session experience, Extension staff facilitated hour-long Zoom calls to discuss module contents and foster peer connection for both groups. Findings will be available at the conclusion of the pilot program. We expect to find increased psychological well-being and improved life skills for both groups right after the implementation of the ACT. Findings and limitations will be discussed with practical implication for program implementation via virtual delivery for the current custodial families. Future studies could extend current curriculum to other populations.
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Mehra, Devika, Theophilus Lakiang, Nishtha Kathuria, Manish Kumar, Sunil Mehra, and Shantanu Sharma. "Mental Health Interventions among Adolescents in India: A Scoping Review." Healthcare 10, no. 2 (February 10, 2022): 337. http://dx.doi.org/10.3390/healthcare10020337.
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Early adolescence is the period of the emergence of most mental disorders contributing significantly to the mental health burden globally, including India. The major challenges in India are early identification of mental health problems, treatment gap, lack of professionals, and interventions that address the same. Our review aimed to assess the effectiveness of mental health interventions among adolescents in India. We systematically searched PubMed, PsycINFO, and Cochrane databases and used cross-referencing to review the interventions published from 2010 to 2020. Eleven interventions were included in this review; nine were school-based, one community, and one digital. Most of the school-based programs used a life skills curriculum. Additionally, coping skills and resilience curricula showed improvement in depressive symptoms, cognitive abilities, academic stress, problem-solving, and overall mental well-being. The multi-component whole-school intervention was quite promising and helped in improving the overall school climate and various other mental health outcomes. Hence, school-based programs should be implemented as an entry point for screening mental health problems. However, there is a need for a more comprehensive mental health program in the country for adolescents. Additionally, there is a need to address the gap by conducting more interventions for early and out-of-school adolescents.
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Lau, Nancy, Miranda C. Bradford, Angela Steineck, Samantha Scott, Kira Bona, Joyce P. Yi-Frazier, Elizabeth McCauley, and Abby R. Rosenberg. "Examining key sociodemographic characteristics of adolescents and young adults with cancer: A post hoc analysis of the Promoting Resilience in Stress Management randomized clinical trial." Palliative Medicine 34, no. 3 (November 4, 2019): 336–48. http://dx.doi.org/10.1177/0269216319886215.
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Background: The “Promoting Resilience in Stress Management” intervention is a skills-based, early palliative care intervention with demonstrated efficacy in adolescents and young adults with cancer. Aim: Utilizing data from a randomized clinical trial of Promoting Resilience in Stress Management versus Usual Care, we examined whether response to Promoting Resilience in Stress Management differed across key sociodemographic characteristics. Design: Adolescents and young adults with cancer completed patient-reported outcome measures of resilience, hope, benefit-finding, quality of life, and distress at enrollment and 6 months. Participants were stratified by sex, age, race, and neighborhood socioeconomic disadvantage based on home address (Area Deprivation Index scores with 8–10 = most disadvantaged). Differences in the magnitude of effect sizes between stratification subgroups were noted using a conservative cutoff of d > 0.5. Setting/participants: Participants were 12 to 25 years old, English-speaking, and receiving cancer care at Seattle Children’s Hospital. Results: In total, 92 adolescents and young adults (48 Promoting Resilience in Stress Management, 44 Usual Care) completed baseline measures. They were 43% female, 73% 12 to 17 years old, 64% White, and 24% most disadvantaged. Effect sizes stratified by sex, age, and race were in an expected positive direction and of similar magnitude for the majority of outcomes with some exceptions in magnitude of treatment effect. Those who lived in less disadvantaged neighborhoods benefited more from Promoting Resilience in Stress Management, and those living in most disadvantaged neighborhoods benefited less. Conclusion: The “Promoting Resilience in Stress Management” intervention demonstrated a positive effect for the majority of outcomes regardless of sex, age, and race. It may not be as helpful for adolescents and young adults living in disadvantaged neighborhoods. Future studies must confirm its generalizability and integrate opportunities for improvement by targeting individual needs.
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Cleveland, Penelope Moyers, Kassidy Beckstein, Allie Gartner, Lexy Hay, Mackenzie King, Sammy McLeish, and Courtney Romatz. "The Occupational Narratives of Older Adults Participating in Music-Based Occupations." Innovation in Aging 5, Supplement_1 (December 1, 2021): 513–14. http://dx.doi.org/10.1093/geroni/igab046.1988.
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Abstract The purpose of this study was to implement an occupational therapy intervention that could be used for telehealth services with an emphasis on participants learning ways to independently choose and sustain engagement in meaningful music activities, known as occupations. The researchers’ aim was to examine how music occupation interventions lower risks of occupational deprivation (i.e., prolonged restriction from participation in necessary or meaningful activities) that could occur due to the COVID-19 pandemic. Eight adults participated who were 65 years or older, lived in the community, and enjoyed music. The researchers used narrative qualitative methodology to analyze pre- and post-intervention focus group data. The participants completed seven intervention sessions designed to increase and sustain music engagement outside of the sessions. The pre-intervention focus group data resulted in an occupational pattern analysis and a single occupational narrative. Triangulation of data post-intervention included the two focus groups and their pattern analyses and narratives, field notes from each intervention session, and documents produced through group completion. The final analysis produced an occupational change pattern analysis and narrative. The focus of the change narrative was on the participant’s management or prevention of occupational deprivation. The researchers identified several common themes involving change in routines and habits to include regular engagement in meaningful music activities, skills for using occupational participation as an important method of coping with COVID-19, and developing new technological skills to access music to replace in-person participation of attending live concerts and shows when deemed unsafe because of potential for virus transmission.
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Millear, Prudence, Poppy Liossis, Ian M. Shochet, Herbert Biggs, and Maria Donald. "Being on PAR: Outcomes of a Pilot Trial to Improve Mental Health and Wellbeing in the Workplace With the Promoting Adult Resilience (PAR) Program." Behaviour Change 25, no. 4 (December 1, 2008): 215–28. http://dx.doi.org/10.1375/bech.25.4.215.
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AbstractThere is an urgent need to find strategies to promote positive mental health in the workplace. The current study presents outcomes of a pilot trial of the Promoting Adult Resilience (PAR) program, an innovative mental health promotion program, which is conducted in the workplace over 11 weekly sessions. The PAR program is a strengths-based resilience-building program that integrates interpersonal and cognitive–behaviour therapy (CBT) perspectives. Pre-, post- and follow-up measures on 20 PAR participants from a resource-sector company were compared with a non-intervention-matched comparison group. At follow-up, the PAR group had maintained significant post-test improvements in coping self-efficacy and lower levels of stress and depression, and reported greater work-life fit than the comparison group. The program appeared to be ecologically valid and treatment integrity was maintained. Process evaluations of PAR program showed that skills were rated highly and widely used in everyday life at both post and follow-up measurement times.
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van Grieken, Amy, Esther M. B. Horrevorts, Cathelijne L. Mieloo, Rienke Bannink, Merian B. R. Bouwmeester-Landweer, Esther Hafkamp-de Groen, Suzanne Broeren, and Hein Raat. "A Controlled Trial in Community Pediatrics to Empower Parents Who Are at Risk for Parenting Stress: The Supportive Parenting Intervention." International Journal of Environmental Research and Public Health 16, no. 22 (November 15, 2019): 4508. http://dx.doi.org/10.3390/ijerph16224508.
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The goal of the Supportive Parenting Intervention is to prevent and/or decrease parenting stress and provide a sense of empowerment to parents with a newborn child. We evaluated the effectiveness of the Supportive Parenting Intervention in terms of parenting skills, social support, self-sufficiency, resilience, and child psychosocial health. A controlled trial with pre- and post-intervention testing was conducted in the setting of community pediatrics among parents at risk for developing parenting stress. The 177 parents in the control group received care-as-usual, whereas the 124 parents in the intervention group received six home visits by a trained Youth Health Care nurse during the first 18 months of the child’s life. The result with respect to parenting skills, social support (both from family and friends, and the partner), self-sufficiency, and resilience at the 18-month follow-up was either unchanged or (p < 0.05) worse compared to the respective baseline score for both groups. We found no significant difference between intervention and control group with respect to the child’s Child Behavior Check List (CBCL). This study shows no positive effect with respect to the indicators of parental empowerment. We recommend research to strengthen the intervention and its application in daily practice, for example by increasing the intervention duration, and to evaluate it in a large randomized controlled trial.
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Nagler, Eve M., and Priya Lobo. "Beyond tobacco prevention: A qualitative study of a school-based life skills intervention for economically disadvantaged youth in Mumbai, India." Health Education Journal 78, no. 4 (November 9, 2018): 399–415. http://dx.doi.org/10.1177/0017896918809113.
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Objective: Low socioeconomic status young people in low- and middle-income countries use tobacco at higher rates than their wealthier peers. School-based tobacco use prevention interventions that employ a life skills approach are effective at preventing tobacco use. In India, the Salaam Bombay Foundation (SBF) has implemented a multiyear, multicomponent life skills education programme in Mumbai schools to prevent tobacco use. A quantitative evaluation found that SBF programme exposure was associated with not only reduced tobacco use but also improved life skills, self-esteem and self-efficacy. To illuminate how programme exposure engendered these effects, we compared the experiences and perceptions of eighth and ninth grade students (ages 13–15) between SBF and non-SBF schools. Methods: We divided Mumbai into four quadrants or regions and randomly selected one SBF and non-SBF school from each quadrant; 10 participants were then randomly selected from one class per school. A total of eight group discussions ( N = 80 participants) were conducted using mind-mapping with a focus on students’ daily life, future aspirations and non-academic school programming. Researchers analysed the data thematically. Results: Despite similar home lives, SBF students were profoundly more optimistic about their future than non-SBF students. SBF students attributed this increased optimism and agency to opportunities to actively advocate against tobacco, formal recognition in a published newsletter, a sense of belonging to a ‘Super Army’ and supportive mentorship provided by their Super Army and peer leaders. The SBF programme created a safe space in which to build resilience. Conclusion: These findings can guide development of programmes for vulnerable populations with broader goals than tobacco prevention.
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Díaz-Santos, Mirella, Sandy Alcantar, Maribel Magana, Sujey Martinez, and Taya Varteresian. "A SOCIAL CONNECTION HEALTH INTERVENTION FOR ISOLATED LATINX OLDER ADULTS AT RISK OF DEMENTIA." Innovation in Aging 6, Supplement_1 (November 1, 2022): 262. http://dx.doi.org/10.1093/geroni/igac059.1039.
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Abstract COVID-19 exacerbated the “epidemic of loneliness.” Although loneliness and social isolation are social determinants of health and Alzheimer’s dementia (AD), culturally and linguistically responsive social connection interventions tailored to Spanish-Speaking community-dwelling immigrant older adults at higher risk of AD are lacking. UCLA’s Hispanic Neuropsychiatric Center of Excellence (HNCE) collaborated with Los Angeles County Department of Mental Health (LACDMH) to develop and implement a community-partnered social connection group intervention via Telehealth. All clients are homebound due to physical, psychiatric, and/or medical conditions. The main objective was to reduce feelings of loneliness by combining brain health education with skill-based exercises promoting self-efficacy, trust, belonging, and resilience by effectively communicating their needs in a psychologically safe group space. The effectiveness of the pilot intervention, however, required multiple refinements accounting for structural-social barriers, culture, language, and histories of trauma in country of origin and post-immigration to the United States.
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Paz Castro, Raquel, Severin Haug, Rudolf Debelak, Robert Jakob, Tobias Kowatsch, and Michael P. Schaub. "Engagement With a Mobile Phone–Based Life Skills Intervention for Adolescents and Its Association With Participant Characteristics and Outcomes: Tree-Based Analysis." Journal of Medical Internet Research 24, no. 1 (January 19, 2022): e28638. http://dx.doi.org/10.2196/28638.
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Background Mobile phone–delivered life skills programs are an emerging and promising way to promote mental health and prevent substance use among adolescents, but little is known about how adolescents actually use them. Objective The aim of this study is to determine engagement with a mobile phone–based life skills program and its different components, as well as the associations of engagement with adolescent characteristics and intended substance use and mental health outcomes. Methods We performed secondary data analysis on data from the intervention group (n=750) from a study that compared a mobile phone–based life skills intervention for adolescents recruited in secondary and upper secondary school classes with an assessment-only control group. Throughout the 6-month intervention, participants received 1 SMS text message prompt per week that introduced a life skills topic or encouraged participation in a quiz or individual life skills training or stimulated sharing messages with other program participants through a friendly contest. Decision trees were used to identify predictors of engagement (use and subjective experience). The stability of these decision trees was assessed using a resampling method and by graphical representation. Finally, associations between engagement and intended substance use and mental health outcomes were examined using logistic and linear regression analyses. Results The adolescents took part in half of the 50 interactions (mean 23.6, SD 15.9) prompted by the program, with SMS text messages being the most used and contests being the least used components. Adolescents who did not drink in a problematic manner and attended an upper secondary school were the ones to use the program the most. Regarding associations between engagement and intended outcomes, adolescents who used the contests more frequently were more likely to be nonsmokers at follow-up than those who did not (odds ratio 0.86, 95% CI 0.76-0.98; P=.02). In addition, adolescents who read the SMS text messages more attentively were less likely to drink in a problematic manner at follow-up (odds ratio 0.43, 95% CI 1.29-3.41; P=.003). Finally, participants who used the program the most and least were more likely to increase their well-being from baseline to 6-month follow-up compared with those with average engagement (βs=.39; t586=2.66; P=.008; R2=0.24). Conclusions Most of the adolescents participating in a digital life skills program that aimed to prevent substance use and promote mental health engaged with the intervention. However, measures to increase engagement in problem drinkers should be considered. Furthermore, efforts must be made to ensure that interventions are engaging and powerful across different educational levels. First results indicate that higher engagement with digital life skills programs could be associated with intended outcomes. Future studies should apply further measures to improve the reach of lower-engaged participants at follow-up to establish such associations with certainty.
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Brown, Lisa M. "SKILLS FOR PSYCHOLOGICAL RECOVERY DURING AND AFTER DISASTERS TO STRENGTHEN SOCIAL SUPPORT." Innovation in Aging 3, Supplement_1 (November 2019): S391. http://dx.doi.org/10.1093/geroni/igz038.1437.
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Abstract The combination of an aging population and a limited number of disaster responders reveals a need for trained laypeople who can implement interventions that facilitate recovery after traumatic events. Skills for Psychological Recovery (SPR) is an intervention that is designed to be implemented after use of Psychological First Aid with people who were exposed to a traumatic stressor. SPR uses a skills-building approach to promote self-efficacy, support resilience, strengthen social networks, and ameliorate the negative impact of traumatic life events. Strengthening social support is beneficial as research clearly demonstrates that destruction of communities and loss of informal social support networks produces long-term psychological distress for older adults. This presentation will demonstrate a SPR social support exercise with attendees, provide an overview of the other modules, and describe modifications for using SPR with older adults. During times of crisis, social support systems are critical to the psychological well-being of older adults.
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Gibson, Kari, Jonathon Little, Sean Cowlishaw, Teawa Ipitoa Toromon, David Forbes, and Meaghan O’Donnell. "Piloting a scalable, post-trauma psychosocial intervention in Tuvalu: the Skills for Life Adjustment and Resilience (SOLAR) program." European Journal of Psychotraumatology 12, no. 1 (January 1, 2021): 1948253. http://dx.doi.org/10.1080/20008198.2021.1948253.
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Reis, Marta, Lúcia Ramiro, and Margarida Gaspar de Matos. "THE IMPACT OF INTERVENTION PROGRAM ON HEALTH BEHAVIOURS AND SOCIOEMOTIONAL SKILLS AMONG PORTUGUESE COLLEGE STUDENTS." Problems of Psychology in the 21st Century 15, no. 2 (December 15, 2021): 82–93. http://dx.doi.org/10.33225/ppc/21.15.82.
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Health promotion is defined as the process of enabling people to increase control over and to enhance their health. It focuses on individual behaviors towards a wide range of interventions on social and environmental determinants of health and other health related aspects of life (WHO, 2015; 2017). Thus, health promotion implies the need to promote and empower people with resources and skills towards health and well-being (Saboga-Nunes, et al., 2019). The literature reports a negative variation in the lifestyle of university students, and simultaneously demonstrates a significant percentage of university students with a set of emotional, relational, anxiety and stress management difficulties (WHO, 2021, 2018). The need to curb behavioral tendencies harmful to the health of young university students comes justify the need for health promotion in the context of these institutions. This study aimed at analyzing the impact of university students' training, in the area of health promotion and of personal and socio-emotional skills. Participated 286 students. The results show that in addition to the skills worked during the training, the students’ well-being and health also improved at the end of the training. The variables that evidenced to be the most important for the university students’ health promotion were that they finished the training with more self-esteem, resilience, psychological well-being, self-efficacy, happiness and less instability and alienation. Regarding the pre and post evaluation comparisons about skills, importance and usefulness of HBSC/JUnP training, it was observed that both knowledge about health aspects and personal and socio-emotional skills, namely the resilience, self-regulation and problem-solving strategies had a strong positive impact on promoting the health and well-being of students. Higher education institutions present themselves as enhancers of public health, contributing to the students make healthy choices. Keywords: health promotion, personal and socio-emotional skills, university students’ training, healthy universities, Portugal
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Kennedy, Mataji, and John Franklin. "Skills-based Treatment for Alexithymia: An Exploratory Case Series." Behaviour Change 19, no. 3 (September 1, 2002): 158–71. http://dx.doi.org/10.1375/bech.19.3.158.
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AbstractThis paper describes a skills-based intervention for the treatment of alexithymia. The intervention incorporates components to address the following three areas: the relationship between alexithymia and early life experiences, identifying feelings and expressing feelings. The efficacy of the intervention was explored using three individual case studies extending over 16–24 weekly 1-hour sessions. A number of questionnaires were administered at five time intervals. The results suggest that the treatment was effective in reducing alexithymia within the three individuals and in helping them to clarify, identify and describe their feelings. Following treatment the participants were less ambivalent about expressing their feelings and more attentive to their emotional states. The results were generally maintained at a 1-year follow-up for two of the three cases.
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I, Kusumawaty. "Save Human Life through Basic Life Support Training." Nursing & Healthcare International Journal 5, no. 6 (2021): 1–6. http://dx.doi.org/10.23880/nhij-16000255.
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Heart attacks can occur without a predictable time or place of occurrence. Delays in administering first aid risk threatening the safety and even disability and claiming lives. Practicing the provision of basic life support for ordinary people is suspected to prevent the worsening of the condition of heart attack sufferers. This study aims to determine the effect of basic life support training on the motivation, knowledge, and skills of trainees in providing first aid when cases of cardiac arrest occur in the community. The design of the pre-experimental pretest-posttest one group is used to compare the motivation, knowledge, and skills of the people in Lahat City, South Sumatera Province, Indonesia before and after training. The participants numbered 86 people, determined by the purposive sampling technique. Questionnaire data collection instruments and observation sheets, motivational questionnaires were adopted from MQ John Smith 2017, while knowledge and skills questionnaires were compiled concerning Basic Life Support (BLS) literature. Basic life support training intervention is carried out as many as four sessions within a period of 3 months. Based on the analysis of the results obtained from abnormal data, the test conducted by the Wilcoxon Test is known to have a significant increase in the variables of knowledge, skills, and skills. Respondents’ motivation after training, is directed with sequential p-values namely BLS to motivation (p = 0.033), skills (p = 0.001), and knowledge (p=0.000). Conclusion: Basic life support training effectively improves community readiness to provide first aid to heart attack victims. This program must be disseminated until a basic life support community is formed on standby in the community.
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Maddah, Diana, Youssra Saab, Hani Safadi, Nermine Abi Farraj, Zeinab Hassan, Sophia Turner, Lina Echeverri, Nael H. Alami, Tamar Kababian-Khasholian, and Pascale Salameh. "The first life skills intervention to enhance well-being amongst university students in the Arab world: ‘Khotwa’ pilot study." Health Psychology Open 8, no. 1 (January 2021): 205510292110169. http://dx.doi.org/10.1177/20551029211016955.
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Although Life Skills programs showed to improve the psychological and physical wellbeing of individuals, little attention has been paid, worldwide and in the Arab countries in specific to implementing life skills intervention for university students. In this study, we tested the effectiveness of a life skills based health promotion intervention KHOTWA (STEP) in enhancing the wellbeing of university students in Lebanon, a country that faces economic and political instability. This is a quasi-experimental study, with pre and post-test, intervention-control design. Each group was formed of 78 participants studying in a private university in Lebanon. Mixed design was used to address the process and outcomes objectives of the intervention. The program was carried online due to COVID-19 pandemic. Significant differences were observed between the intervention and the control groups for life skills, dietary habits and mental health scores at the 3-month follow-up. For the intervention group, a significant increase was observed in the mean score of each of the following Life Skills subscales: self-care ( p = 0.001), work and study ( p = 0.013), career and education planning ( p = 0.011) and looking forward/goal settings ( p < 0.001). Students also achieved a healthier eating habit compared to those in the control group by decreasing their consumption of processed food. There was no significant effect in terms of body mass index ( p = 0.827). Also, there was a significant change in the mental health status ( p = 0.012) only in the intervention group as its mean score decreased after 3 months of the intervention implementation. This intervention enhances the mental health and promotes healthy habits leading consequently to a better quality of life and more productivity amongst university students. Therefore, such interventions should be replicated in other similar context to improve university students’ well-being.
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Argyropoulou, Katerina, Nikolaos Mouratoglou, Alexandros Stamatios Antoniou, Katerina Mikedaki, and Argyro Charokopaki. "Promoting Career Counselors’ Sustainable Career Development through the Group-based Life Construction Dialogue Intervention: “Constructing My Future Purposeful Life”." Sustainability 12, no. 9 (May 1, 2020): 3645. http://dx.doi.org/10.3390/su12093645.
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Continuous professional development refers to maintaining, enhancing, and broadening individuals’ knowledge, skills, and the personal qualities required in their professional lives. The present experimental study attempts to explore the way(s) that the Life Construction intervention: “Constructing my Future Purposeful Life” contributes to career counselors’ sustainable career development. Two groups of career counselors participating in a training program delivered by the National and Kapodistrian University of Athens were involved, namely, an experimental group (N = 33) that received the intervention and a control group (N = 27) that did not receive any intervention. The effectiveness of the intervention was verified through qualitative and quantitative analysis, including the calculation of effect sizes, of the data obtained through the Future Career Autobiography, and the Greek version of the Life Project Reflexivity Scale. The results indicate that the Life Construction Intervention improved career counselors’ reflexivity and self-awareness, while, concurrently, the need for practical training in contemporary interventions to support their sustainable career development is highlighted. The main conclusion refers to the fact that the career counselor needs to construct his or her own Self as a sustainable project beforehand, in order to be able to support individuals in their own Self construction and promote their well-being.
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S, Senthil Kumar, Akila Shanmuga Sundaram, and Thilagavathi Shanmuga Sundaram R. "A Yoga Intervention for Stress Management of Young Atheletes During Covid-19 Lockdown." International Research Journal of Tamil 4, no. 3 (June 15, 2022): 53–58. http://dx.doi.org/10.34256/irjt2237.
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The aim of this research was to check the effectiveness of a specially designed yogicg package suitable to athletes, who were into future fear due to covid-19 lockdown, test its effectiveness in bringing back their mental power. Yoga is not a new science. Centuries back importance of physical and mental health and the impact of yoga has been explained in Thirumandiram by Yoga Maharishi Thirumoolar. Psychological resilience is an important construct that can enhance athletic performance and foster valuable life skills. Through positive adaptation to adversity and stressors in competitive performance, athletes are able to cultivate their ability to effectively respond to negative stimuli, ultimately evolving personal growth. For young athletes, development of resilience is particularly crucial. Due to confinement and social isolation regulations young athletes face distinct challenges in sport including future fear, physical toughness, body image issues, emotional maturity, increased mental distress, and internalization of emotions during covid lockdown. The aim of this research is to test if yoga could build resilience, discuss the implications and applications relevant to young athletes. 30 young athletes between 19 - 21 years accepted to participate in the research was accommodated. The pretest was conducted on the selected variables and selected subjects was assigned into two groups equally of 15 subjects each. Experimental Group (YG) underwent yoga training and the control group (CG) did not undergo any specific training for 3 weeks (6 days a week for 2 sessions a day). After 3 weeks of the training period post test was conducted on resilience (self-determination, physical toughness and Emotion control & Maturity) for both the groups. To find out if any significant difference exists between pre and post training, t-ratio was applied. The result clearly depicts that yoga is a best tool to work on resilience in such unprecedentented tough times, securing current physical and mental health, enhancing sport performance thereby helping young athletes stay navigated to the set goal for life.
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Anand, Tanu, Gopal Krishna Ingle, Gajendra Singh Meena, Jugal Kishore, and Sangita Yadav. "Effect of life skills training on physical activity patterns amongst school adolescents in Delhi: a non-randomized interventional study." International Journal of Adolescent Medicine and Health 26, no. 4 (November 1, 2014): 575–83. http://dx.doi.org/10.1515/ijamh-2013-0338.
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Abstract Background: Effect of life skills on physical activity behavior of adolescents is little explored. Objective: To assess impact of life-skills training on the level of physical activity amongst adolescents. Methods: A nonrandomized interventional study with a control group. All students studying in Class IX and XI of two schools in Delhi were included. Data was collected at baseline, 15 days and 3 months after the life-skills training. Two life-skills training sessions were conducted for each standard following collection of baseline data. Results: There were 180 students in the intervention and 183 students in the control group. A significant increase was noted in the level of light-moderate, vigorous physical activity, and stretching and strengthening exercises (p<0.001) in an intervention group over the period of 3 months following the training. The number of students enrolled in physical education classes also increased. Conclusions: A skills-based approach helped to improve the level of physical activity amongst the school adolescents.
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LaFromboise, Teresa D., and HAYES A. Lewis. "The Zuni Life Skills Development Program: A School/Community-Based Suicide Prevention Intervention." Suicide and Life-Threatening Behavior 38, no. 3 (June 2008): 343–53. http://dx.doi.org/10.1521/suli.2008.38.3.343.
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Clason, Caitlin, Frances Barg, and Barbara Riegel. "A Qualitative Study of Characteristics of an Effective Health Coach: Personal, Professional, and Program Based." Innovation in Aging 5, Supplement_1 (December 1, 2021): 374–75. http://dx.doi.org/10.1093/geroni/igab046.1454.
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Abstract Health coaching continues to grow in popularity as an effective intervention to empower and engage patients and their caregivers. However, little is known about what characteristics contribute to the success of health coaches in implementing evidence-based interventions. This study examines the characteristics that contribute to effective health coaches. Semi-structured interviews were conducted with health coaches and an interdisciplinary research team of an ongoing study examining a virtual health coaching intervention. Interviewees identified three discrete themes of characteristics that contribute to the success of health coaches: personal (e.g. compassion), professional (e.g. transferability of soft skills) and program based (e.g. training regimen). We conclude that it is not just innate personality attributes that make a health coach effective in their role, but training and program design intended to support health coaches are also important in implementing interventions.
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Hamilton, Kara C., Mark T. Richardson, Shanda McGraw, Teirdre Owens, and John C. Higginbotham. "A Controlled Evaluation of a CBPR Intervention’s Effects on Physical Activity and the Related Psychosocial Constructs Among Minority Children in an Underserved Community." Journal of Physical Activity and Health 17, no. 1 (January 1, 2020): 37–44. http://dx.doi.org/10.1123/jpah.2019-0135.
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Background: Effective physical activity interventions are needed for children because health behaviors track into adulthood, and risk factors for diseases begin early in life. No study has determined whether an intervention designed using a Community-Based Participatory Research approach can improve moderate to vigorous physical activity (MVPA) and the related psychosocial constructs in underserved children. This study determined whether improvements in MVPA and related psychosocial constructs (self-efficacy, knowledge, beliefs, attitudes, and skills) occurred following a Community-Based Participatory Research intervention in underserved, rural children. It was then determined if these constructs were mediators of MVPA. Methods: Two fifth-grade classes at a school (n = 19 and n = 20) were randomly assigned to an intervention or comparison group. The intervention group participated in a 4-week intervention designed to improve MVPA (wGT3X-BT accelerometer; ActiGraph, Pensacola, FL) and the related psychosocial constructs (written survey). Groups were assessed prior to and immediately following the intervention. Results: There were no differences at baseline between groups. MVPA (30.0 [4.4] min), knowledge, and skill scores were significantly higher in the intervention group compared with the comparison group at follow-up (P < .05). Knowledge and skills were mediating variables of MVPA. Conclusions: Priority should be placed on research that determines the sustained impact of similar Community-Based Participatory Research interventions.
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Semilarski, Helen, Regina Soobard, and Miia Rannikmäe. "Promoting Students’ Perceived Self-Efficacy towards 21st Century Skills through Everyday Life-Related Scenarios." Education Sciences 11, no. 10 (September 23, 2021): 570. http://dx.doi.org/10.3390/educsci11100570.
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Interdisciplinary science learning can play a central role in promoting students’ 21st century skills. However, students tend to have low perceived self-efficacy towards 21st century skills, thus limiting the application of their actual scientific competence. This study seeks, based on a 1.5-year intervention study, to promote students’ perceived self-efficacy towards 21st century skills through science learning compared to a non-experimental group. During the intervention, everyday life-related scenarios were utilized, with students guided to create core idea maps. Data on students’ perceived self-efficacy were collected before and after the intervention. Results showed that students’ perceived self-efficacy towards 21st century skills changed in a significantly positively way after the intervention.
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Forst, Deborah, Michelle Mesa, Emilia Kaslow-Zieve, Areej El-Jawahri, Joseph Greer, Isabella Sereno, Amy Corveleyn, et al. "QOLP-04. PILOT STUDY OF A VIDEOCONFERENCE-BASED PSYCHOLOGICAL INTERVENTION FOR FAMILY CAREGIVERS OF PATIENTS WITH MALIGNANT GLIOMAS." Neuro-Oncology 22, Supplement_2 (November 2020): ii175. http://dx.doi.org/10.1093/neuonc/noaa215.729.
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Abstract BACKGROUND Caregivers of patients with malignant gliomas experience substantial anxiety symptoms while caring for someone with progressive neurological decline. Yet, interventions to reduce psychological distress and improve quality of life (QoL) in this caregiver population are lacking. METHODS We conducted an open pilot study evaluating feasibility and acceptability of a cognitive behavioral therapy-based intervention for caregivers of patients with malignant gliomas with clinically significant anxiety (Generalized Anxiety Disorder [GAD-7] score ≥ 5). Caregivers participated in six videoconference sessions with a mental health provider. We defined the intervention as feasible if ≥ 70% of eligible caregivers enrolled and ≥ 70% of those enrolled completed ≥ 50% of sessions. We evaluated intervention acceptability in semi-structured interviews. Caregivers completed baseline and post-intervention surveys assessing anxiety and depression symptoms (Hospital Anxiety and Depression Scale), QoL (Caregiver Oncology Quality of Life Questionnaire), caregiving burden (Caregiver Reaction Assessment), self-efficacy (Lewis Cancer Self-Efficacy Scale), and perceived coping skills (Measure of Current Status-Part A). We explored post-intervention changes using paired t-tests. RESULTS We obtained consent from 70.0% (21/30) of caregivers approached, of which 66.7% (14/21) had clinically significant anxiety and thus were eligible to participate (mean age=55.7 years, 64.3% female). Among enrolled caregivers, 71.4% (10/14) completed ≥ 50% of sessions. In semi-structured interviews, all participants found the intervention helpful and valued the ability to participate remotely via videoconference. Among caregivers who completed at least one session, 80.0% (8/10) completed all assessments and were included in analyses. Post-intervention, caregivers reported reduced anxiety symptoms (P=.02) and improved QoL (P=.03) and coping skills (P=.001). We found no significant change in depression, caregiving burden, or self-efficacy. CONCLUSION Our videoconference-based intervention is feasible and acceptable to caregivers. Participants reported significant improvements in anxiety symptoms, quality of life, and coping skills post-intervention, supporting further investigation of the intervention in a randomized controlled trial.
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Kapp-Simon, Kathleen A., Dennis E. McGuire, Beth C. Long, and Dennis J. Simon. "Addressing Quality of Life Issues in Adolescents: Social Skills Interventions." Cleft Palate-Craniofacial Journal 42, no. 1 (January 2005): 45–50. http://dx.doi.org/10.1597/03-0976.1.
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Objective The purpose of this study was to determine whether social skills training can improve the social interaction skills of adolescents with craniofacial conditions (CFCs) in a natural environment (school lunchroom). Design This study used a pre-post between-group comparison design. Differences between treatment and control subjects were analyzed via a repeated measures analysis of variance. Setting The observations were conducted in the respective school lunchrooms of the adolescents. Social skills groups were conducted in an outpatient clinic setting. Main Outcome Measures Structured data based on 45 minutes of observation was coded for type, frequency, and duration of social contact. Specific measures included subject initiations and responses, peer initiations and responses, conversation events, total positive communication, and frequency of nondirected comments. Results Both target and peer-controlled total communication improved across time with adolescents receiving social skills intervention showing significantly more improvement than those adolescents not receiving direct social skills interventions. Adolescents receiving treatment participated in significantly more target initiated conversations lasting at least three interchanges and showed a trend toward a greater frequency of target initiations and positive responses to peer initiations. Peers were more likely to respond to treatment subject initiations after intervention. Fewer treatment subjects used nondirected communication, whereas control subjects continued to use nondirected communication at a slightly increased frequency. Conclusions This study provides preliminary evidence that social skills training can increase the frequency of positive social interactions with peers for adolescents with CFCs.
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Hatzioannou, Anna, Andreas Chatzittofis, Virginia Sunday Koutroubas, Evridiki Papastavrou, and Maria Karanikola. "Combined Use of Web-Based and In-Person Education on Ill Health Self-management Skills in Adults With Bipolar Disorder: Protocol for a Mixed Methods Study." JMIR Research Protocols 10, no. 9 (September 8, 2021): e25168. http://dx.doi.org/10.2196/25168.
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Background Addressing the enhancement of ill health self-management skills in adults diagnosed with bipolar disorder may be considered an important intervention for health care systems worldwide. Objective This protocol describes the study “Management of my Bipolarity” (MoB), which aims to develop an educational intervention for adults with bipolar disorder and assess its effectiveness. The objectives include (a) a literature review on bipolar disorder educational interventions; (b) a qualitative exploration of the educational needs of people with bipolar disorder; (c) development of an educational intervention based on objectives (a) and (b) (ie, the MoB educational intervention); and (d) exploration of the effectiveness of the intervention regarding participants’ knowledge of their mental health condition and enhancement of their ill health self-management skills. The MoB educational intervention will consist of an in-person and a web-based intervention in the form of a digital platform. Methods The proposed interventional study is a combination of a qualitative and a quantitative design (mixed methods study). A focus group and content analysis will be implemented for the qualitative assessment of the educational needs of adults with bipolar disorder. The intervention will be developed based on the qualitative data of the study and relevant literature. The effectiveness of the acquired knowledge and self-management skills will be assessed according to (a) substance use behavior, (b) health locus of control, (c) impulse control, (d) adherence to pharmacotherapy, (e) relapse prevention, (f) improvement of quality of life, and (g) bipolar disorder knowledge level via structured instruments in the quantitative part of the study using descriptive and inferential statistics (SPSS version 24.0). Results A total of 13 patients with bipolar disorder have been interviewed (8 women, 5 men) to identify educational needs to be covered through the intervention. Moreover, a literature review on bipolar disorder educational interventions has been completed. These data have been incorporated in the design of the MoB in-person intervention and the digital platform. The digital platform is live, and the development of the MoB in-person intervention was completed at the end of 2020. The recruitment of the participants for the intervention (40 patients) and the control group (40 patients) began during the first semester of 2021. Moreover, by tracking the platform for 1.5 years, we have recorded that 2180 users have visited the platform with an average session duration of almost 2 minutes. Mobile and tablet devices are being used by 70% of the visitors. Conclusions Since new parameters regarding educational interventions will be explored, these findings are expected to provide evidence that participation in structured educational interventions offers patients the opportunity to improve adherence to pharmacotherapy and increase their quality of life. Trial Registration ClinicalTrials.gov NCT04643210; https://clinicaltrials.gov/ct2/show/NCT04643210 International Registered Report Identifier (IRRID) DERR1-10.2196/25168
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Gaspar, Tania, Ana Cerqueira, Cátia Branquinho, and Margarida G. Matos. "The Effect of a Social-Emotional School-Based Intervention upon Social and Personal Skills in Children and Adolescents." Journal of Education and Learning 7, no. 6 (September 7, 2018): 57. http://dx.doi.org/10.5539/jel.v7n6p57.
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In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient.
School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence to cope with life challenges in a relaxed, non-violent and effective way. Personal and social-emotional skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors and there is a need to evidence-based interventions.
The scale “For me it’s Easy” is an evaluation tool for personal and socio-emotional skills and was used to assess the effect of a Social and Emotional Skills Promotion Program. Personal and social skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors.
The study includes an intervention group with 960 Portuguese children and adolescents with a mean age of 12.5 years (SD = 1.61) and included were 56.8% boys of different educational levels. The waiting-list group included 171 children and adolescents; 46.2% were boys. The mean age was 14.7 years and the SD was 3.3.
The results reveal significant differences in the intervention group related to the competences before and after the intervention, namely in the interpersonal relationships and definition of goal related skills, while in the waiting list group there were no significant differences in the moment before and after the intervention, and the scale “For me it’s Easy” can be considered an instrument which contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.
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DABAGHI, Parviz, Seyyed-Javad HOSSEINI-SHOKOUH, and Reza SHAHRABADI. "Studying the Effectiveness of Prevention Training Program of Drug Abuse on Reducing Risk Factors in Soldiers and Staffs." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1.SP (July 2, 2018): 20. http://dx.doi.org/10.18662/rrem/34.
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Background and objective: Drug abuse is one of the diseases that are highly dependent on individual behaviors and social interactions. This disease can be created in places like military garrisons due to their relationship with such behaviors. Therefore, soldiers and staffs are at risk of drug abuse. The aim of this study was to determine the effect of prevention training program of drug abuse on reducing risk factors in soldiers and staffs in Iran.Methods:In this quasi-experimental interventional study, 392 soldiers and staffs in two military garrisons in Khorasan Razavi (Intervention group 242 and control group 150) were randomly conducted to training program. The data collection tools were questionnaire of identifying people in risk of addiction, life skills questionnaire and demographic variables. The questionnaires were completed as self-report. Educational content was consisted of seven training sessions (60-minute) that only applied in the intervention group. 45 days after the last training session, educational software was distributed as a reminder in the intervention group. The two groups were followed up three months after the intervention. Finally, the data were analyzed using SPSS version 16.Results: The findings showed that there was no significant difference between the two groups in demographic variables (Pvalue>0.05). The mean scores for risk factors on drug abuse after training program (Depression and feeling of inability, Positive attitude toward drug abuse and Anxiety and fearing of others) were significantly improved in the intervention group (Pvalue<0.05). Also, life skills variables except the problem solving skill (Pvalue>0.05) had a significant change after intervention in the intervention group (Pvalue<0.05).Conclusion:The findings indicated that the prevention training program of drug abuse based on life skills training could reduce the risk factors of drug abuse for soldiers and staffs in military garrisons.
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Amjad, Zoya, and Humaira Jami. "Reducing Emotional and Behavioral Problems by Improving Life Skills and Self-Esteem of Institutionalized Children: Effectiveness of an Art-Based Intervention." Pakistan Journal of Psychological Research 35, no. 3 (September 11, 2020): 595–616. http://dx.doi.org/10.33824/pjpr.2020.35.3.32.
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The present study aimed to evaluate the effectiveness of an art based intervention program on reducing emotional and behavioral problems by improving life skills and self-esteem of institutionalized children. Pre-test Post-test control group design was used for the purpose of the study. Scales used were the English caregiver version of the Strengths and Difficulties Questionnaire (Goodman, 1977), Urdu self-report version of the Strengths and Difficulties Questionnaire (Younis, Jami, & Masood, 2016) and Rosenberg’s Self-Esteem Scale (Rosenberg, 1965). The Life Skills Assessment Scale was developed and validated. The study was conducted at Child Protection Bureau, Rawalpindi containing a sample of 28 boys aged 11 to 17. After screening based on the assessment of the teacher on The Life Skills Assessment Scale and SDQ, children were randomly assigned to control and experimental groups. Pre-test was conducted with the children using SDQ and Rosenberg’s Self-Esteem Scale while the teacher had filled SDQ and the Life Skills Assessment Scale. The experimental group received four weeks of an art based intervention while the control group received regular classroom lectures on life skills. After post-test and analysis in SPSS 21, results confirmed that life skills and self-esteem of the experimental group improved significantly while emotional and behavioral problems decreased.
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Jain, Felipe, Saira Madarasmi, D. J. Ursal, Paulina Gutierrez-Ramirez, Abu Sikder, Sreya Banerjee, and Liliana Ramirez Gomez. "MOBILE INTERVENTION FOR FAMILY DEMENTIA CAREGIVERS: FROM FOCUS GROUPS TO SMARTPHONE PLATFORM." Innovation in Aging 6, Supplement_1 (November 1, 2022): 310–11. http://dx.doi.org/10.1093/geroni/igac059.1229.
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Abstract There is growing recognition that in-person delivery of caregiver interventions limits scalability due to distance from locations where interventions are available, and costs associated with locating substitute care for the person living with dementia. Internet-based interventions are often not optimized for smartphones, which are more accessible than desktops to minoritized populations and those of lower socioeconomic status. In this study, focus groups were conducted with 17 English language and 12 Spanish language family dementia caregivers regarding needs for smartphone-based technological intervention. We employed an inductive and deductive driven mixed method analytic approach. Identified needs included psychoeducation regarding dementia, provision of caregiver skills information, activities for the person living with dementia, and relaxation techniques. Similarities and differences among preferences between the two populations were identified. Family dementia caregivers endorsed several needs for mobile intervention. The development of a new mobile application platform to meet these needs will be described.