Presentation from the article: Booth, J., & Neill, J. T. (2016). Coping strategies and the development of psychological resilience in outdoor education. Paper presented at the 19th National Outdoor Education Conference, University of Sunshine Coast, Sippy Downs, Queensland, March 29 - April 1.
Resilience is the ability to recover and adapt positively in the face of stress or adversity. It is a multidimensional construct involving personal characteristics, external protective factors, and dynamic processes. Developing a comprehensive understanding of resilience across the lifespan is important for mental health promotion and identifying risk factors. Resilience has biological underpinnings and is influenced by factors such as genetics, environment, and neurochemistry. It can be affected by life experiences and interventions, and understanding its neurobiology may open new areas for treating mental disorders.
Grit, Resilience & Agency in Sportspersons and NonSportspersonsinventionjournals
Physical fitness results from regular physical activity, whichever form it may be in. The benefits of physical fitness towards the development of mental health and vice versa have been well-researched. The current study aims to study the difference in the levels of agency, resilience and grit in sportsperson and nonsportsperson and also seeks to establish the relationship between agency, resilience and grit. Agency refers to the belief of an individual in his ability to bring change in his life. Resilience refers to rebounding after facing the obstacles that hinder the path to achievement of goal. Grit has been referred to as the perseverance of goals over long-term in spite of failure and adversity. It was hypothesized that sportsperson will show higher levels of grit, resilience and agency as compared to the non-sportsperson. It was found that non-sportsperson exhibited higher levels of grit, resilience and agency as compared to sportsperson; however the difference was not found significant except in the case of agency.
This document provides an analysis of video games as an occupation using the Person-Environment-Occupation (PEO) model. It discusses how video games can impact health and wellbeing by providing stress relief, social connection, and a sense of control and achievement. Both benefits, such as improved problem-solving skills, and risks, like potential addiction, are examined. The author reflects on how analyzing their video game playing through the PEO model provided new insights into how this occupation affects their life.
This document summarizes key concepts related to conditioning and learning from psychology. It discusses several topics, including classical conditioning, operant conditioning, avoidance learning, observational learning, implicit learning, and skill acquisition. Classical conditioning involves associating a conditioned stimulus with an unconditioned stimulus, while operant conditioning is based on rewards and punishments that shape behavior. Observational learning and implicit learning are also important ways that behaviors can be learned. Skill acquisition involves developing expertise in a domain through extensive practice and experience.
The effects of green exercise on stress, anxiety and moodJames Neill
The document summarizes research on the effects of green exercise, which is physical exercise performed in natural settings. Several studies have found that green exercise is associated with moderate short-term improvements in both positive and negative indicators of psychological well-being, including reduced stress, anxiety, and negative mood, as well as increased positive mood and vitality. The effects appear to be influenced somewhat by the perceived naturalness of the environment and type of environmental cognition used during exercise, though more research is still needed to fully understand the underlying psychological processes.
Green exercise: The psychological effects of exercising in natureJames Neill
The document discusses the psychological effects of exercising in natural environments, known as "green exercise". It provides an overview of research showing benefits of both nature exposure and physical activity on mood, anxiety and stress levels. A study is described that found reductions in anxiety following various outdoor exercise groups, with greater reductions associated with higher perceived naturalness of the environment. The document recommends incorporating more natural spaces for exercise and further testing the combined effects of nature and physical activity on psychological well-being.
The document discusses the occupational therapist's role in working with families and carers of individuals with acquired brain injuries. It explores key reflective questions for therapists around assessing how well families are coping with their relative's functional problems and helping them develop problem-solving strategies. The document notes that brain injuries often result in personality and behavioral changes that are difficult for families to cope with. While some families experience high stress and distress, many others cope well. It emphasizes the importance of therapists providing education on the nature of brain injuries, offering a collaborative role to families in treatment planning, and ensuring families feel respected, understood and able to trust the occupational therapist.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
Resilience is the ability to recover and adapt positively in the face of stress or adversity. It is a multidimensional construct involving personal characteristics, external protective factors, and dynamic processes. Developing a comprehensive understanding of resilience across the lifespan is important for mental health promotion and identifying risk factors. Resilience has biological underpinnings and is influenced by factors such as genetics, environment, and neurochemistry. It can be affected by life experiences and interventions, and understanding its neurobiology may open new areas for treating mental disorders.
Grit, Resilience & Agency in Sportspersons and NonSportspersonsinventionjournals
Physical fitness results from regular physical activity, whichever form it may be in. The benefits of physical fitness towards the development of mental health and vice versa have been well-researched. The current study aims to study the difference in the levels of agency, resilience and grit in sportsperson and nonsportsperson and also seeks to establish the relationship between agency, resilience and grit. Agency refers to the belief of an individual in his ability to bring change in his life. Resilience refers to rebounding after facing the obstacles that hinder the path to achievement of goal. Grit has been referred to as the perseverance of goals over long-term in spite of failure and adversity. It was hypothesized that sportsperson will show higher levels of grit, resilience and agency as compared to the non-sportsperson. It was found that non-sportsperson exhibited higher levels of grit, resilience and agency as compared to sportsperson; however the difference was not found significant except in the case of agency.
This document provides an analysis of video games as an occupation using the Person-Environment-Occupation (PEO) model. It discusses how video games can impact health and wellbeing by providing stress relief, social connection, and a sense of control and achievement. Both benefits, such as improved problem-solving skills, and risks, like potential addiction, are examined. The author reflects on how analyzing their video game playing through the PEO model provided new insights into how this occupation affects their life.
This document summarizes key concepts related to conditioning and learning from psychology. It discusses several topics, including classical conditioning, operant conditioning, avoidance learning, observational learning, implicit learning, and skill acquisition. Classical conditioning involves associating a conditioned stimulus with an unconditioned stimulus, while operant conditioning is based on rewards and punishments that shape behavior. Observational learning and implicit learning are also important ways that behaviors can be learned. Skill acquisition involves developing expertise in a domain through extensive practice and experience.
The effects of green exercise on stress, anxiety and moodJames Neill
The document summarizes research on the effects of green exercise, which is physical exercise performed in natural settings. Several studies have found that green exercise is associated with moderate short-term improvements in both positive and negative indicators of psychological well-being, including reduced stress, anxiety, and negative mood, as well as increased positive mood and vitality. The effects appear to be influenced somewhat by the perceived naturalness of the environment and type of environmental cognition used during exercise, though more research is still needed to fully understand the underlying psychological processes.
Green exercise: The psychological effects of exercising in natureJames Neill
The document discusses the psychological effects of exercising in natural environments, known as "green exercise". It provides an overview of research showing benefits of both nature exposure and physical activity on mood, anxiety and stress levels. A study is described that found reductions in anxiety following various outdoor exercise groups, with greater reductions associated with higher perceived naturalness of the environment. The document recommends incorporating more natural spaces for exercise and further testing the combined effects of nature and physical activity on psychological well-being.
The document discusses the occupational therapist's role in working with families and carers of individuals with acquired brain injuries. It explores key reflective questions for therapists around assessing how well families are coping with their relative's functional problems and helping them develop problem-solving strategies. The document notes that brain injuries often result in personality and behavioral changes that are difficult for families to cope with. While some families experience high stress and distress, many others cope well. It emphasizes the importance of therapists providing education on the nature of brain injuries, offering a collaborative role to families in treatment planning, and ensuring families feel respected, understood and able to trust the occupational therapist.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
This study examined the roles of acceptance and suppression in relaxation. 95 participants underwent a stressor task designed to induce anxiety before being given different interventions promoting acceptance, suppression, mindfulness, or endurance. Physiological arousal and self-reported anxiety were measured. Results showed that acceptance and mindfulness led to lower physiological arousal compared to suppression and a placebo. Acceptance also led to lower self-reported anxiety over time compared to other conditions. The findings provide evidence for the role of acceptance in relaxation and reinforce that suppression can paradoxically increase anxiety. Further research is needed to deepen understanding of the underlying processes.
This document summarizes research investigating potential differences in inhibitory control between overweight children and normal-weight controls using electrophysiological measures. The study used a stop-signal reaction time task to measure inhibitory control and analyzed event-related potentials (ERPs), specifically the N2 and P3 components. Behavioral results found no significant differences in stop-signal reaction times between groups. ERP results found no significant group differences in the amplitude of the N2 or P3 components. However, the P3 component occurred earlier for successful stop trials compared to unsuccessful stop trials overall. The study had limitations due to small sample sizes and discusses avenues for future research.
The document describes a study that developed a combined intervention to decrease problem behaviors displayed by siblings (Molly and Sam) diagnosed with pervasive developmental disorder (PDD). Separate functional analyses identified different reinforcers maintaining each child's aggression. Their behaviors were initially treated separately using functional communication training and delay fading. Then a combined treatment was implemented using differential reinforcement of other behaviors based on each behavior's function, allowing their caregiver to concurrently manage both children's behaviors.
Positive Emotions Boost Enthusiastic Responsiveness to Capitalization Attempt...Maciej Behnke
The document describes a study that examined how eliciting positive and negative emotions influences responses to a partner's capitalization attempts. Participants in romantic relationships watched film clips designed to elicit positive, negative, or neutral emotions. They then responded to messages saying their partner had won money. Positive emotions facilitated enthusiastic responses like smiling, while negative emotions inhibited enthusiasm. These effects were mediated by emotional valence and smiling, but not physiological arousal. The results suggest positive emotions fuel enthusiastic support for a partner's accomplishments.
This study examined the effects of brief mindfulness meditation training compared to an active control relaxation training on working memory and mind wandering. The researchers found that a 1-week at-home mindfulness meditation intervention did not increase working memory or decrease mind wandering, but did prevent stress-related impairments to working memory. Specifically, mindfulness meditation altered the factors that impair working memory such that the negative impact of mind wandering on working memory was only evident at higher levels of negative affect.
The document discusses lifestyle changes for diabetes management and self-care behaviors. It covers assessing diabetes problems, improving patient compliance, techniques for behavior change, stages of lifestyle change, making lifestyle changes through enhancing motivation and conviction/confidence, and advancing skills to maintain lifestyle changes through controlling cues, problem solving, cognitive change, relapse prevention, avoiding boredom, coping, and social support.
This document discusses a pilot study that assessed the effects of a mindfulness training program adapted for teachers on stress, burnout, and teaching efficacy. The study found that teachers who participated in the mindfulness-based stress reduction course showed significant reductions in psychological symptoms and burnout, improvements in classroom organization and attention, and increases in self-compassion, compared to declines seen in the control group. Mindfulness training may help teachers enhance attention, regulate emotions, improve coping skills for stress, and foster qualities like empathy that can improve classroom environment. However, more rigorous research is still needed to fully understand the potential benefits of mindfulness for teachers.
The Role of Emotions in Esports PerformanceMaciej Behnke
Emotions that differ on the approach-avoidance dimension are thought to have different functions. Based on the motivational dimensional model of affect, we expected high-approach tendency (and not valence) to facilitate sports performance in a gaming context. Moreover, we expected the influence of highapproach emotions on performance to be mediated by higher levels of cognitive and physiological challenge as an approach-related response. To test these hypotheses, 241 men completed 5 matches of a soccer video game FIFA 19. Before each match, approach tendencies and valence were experimentally manipulated by showing films that elicit amusement, enthusiasm, sadness, anger, and neutral states. Approach tendency, challenge/threat evaluations, cardiovascular responses, and game scores were recorded. After watching enthusiastic and amusing videos, gamers displayed stronger approach tendencies, and, in turn, improved performance, compared to negative emotions and neutral conditions. Moreover, enthusiasm produced a stronger approach tendency and promoted better performance than amusement. Elicitation of unpleasant emotions (anger and sadness) had no effect on approach tendencies or gaming-outcomes relative to the neutral conditions. Across all conditions, gamers with higher levels of cognitive and cardiovascular challenge achieved higher scores. These findings indicate that in a gaming context performance is enhanced by pleasant emotions with high-approach tendencies.
Family Systems Engagement and Assessment: Relationally and Contextually Respo...MelanieKatz8
Here are some potential challenges you may face in engaging your practicum families and strategies to address them:
- Families with prior negative experiences with social services may be distrustful. Build rapport by listening without judgment, emphasizing your role is to understand and help, not blame.
- Mandated families may feel coerced. Explain the process and their voice matters, while addressing risks. Shift focus to their goals and strengths.
- Some members like adolescents may disengage. Engage them through individual check-ins on their terms to join with family work.
- Cultural differences between you and families can create barriers. Learn about their culture and show genuine interest, not assumed understanding. Adapt approach as needed.
Evil Joy Is Hard to Share: Negative Affect Attenuates Interpersonal Capitaliz...Maciej Behnke
Capitalization is an interpersonal process in which individuals (capitalizers) communicate their accomplishments to others (responders). When these attempts to capitalize are met with enthusiastic responses, individuals reap greater personal and social benefits from the accomplishment. This research integrated the interpersonal model of capitalization with moral foundations theory to examine whether accomplishments achieved through immoral (vs. moral) means disrupt the interpersonal processes of capitalization. We hypothesized that an accomplishment achieved through immoral (vs. moral) means would suppress the positive affective response often reaped from capitalizing on good news. We conducted two, mixedmethods experiments in which individuals interacted with a stranger (Study 1) or with their romantic partner (Study 2). We found that responders exhibited greater self-reported negative emotions, avoidance motivation, and arousal when reacting to capitalizers' immoral (vs. moral) accomplishments. In turn, greater negative affect predicted less enthusiastic verbal responses to capitalization attempts. In Study 2 we found that immoral accomplishments increased avoidance motivation, which contrary to our expectations, increased expressions of happiness. These studies reveal that the moral means by which accomplishments are achieved can disrupt the interpersonal process of capitalization.
This study examined the effectiveness of cognitive behavioral therapy (CBT) in improving emotional self-efficacy (ESE) and reducing anxiety in children with Autism Spectrum Disorder (ASD) who also have anxiety disorders. Forty-four children were randomly assigned to either immediate CBT treatment or a waitlist condition. Results showed that ESE increased significantly more for the immediate treatment group than the waitlist group after treatment. Additionally, higher ESE scores correlated with lower anxiety scores. This suggests that modified CBT can effectively improve ESE in children with ASD and anxiety, and that increased ESE may help reduce anxiety levels.
Behavior modification techniques aim to motivate behavior through environmental factors that can be observed and measured, rather than internal drives. These motivating operations include establishing operations that increase the effectiveness of reinforcers, abolishing operations that decrease effectiveness, and motivating operations that affect consequences. Motivating operations can be unconditioned and innate like food deprivation, or conditioned through prior learning like imaginary pressure. Motivating operations differ from stimulus-discriminative stimuli in that they temporarily alter the value of consequences rather than elicit a specific response.
Thesis defense presentation of Justin Phillips (SDSU). "The Role of Relatedness and Autonomy in Motivation of Youth Physical Activity: A Self-Determination Perspective."
Competition Improves Performance: Only when Competition Form matches Goal Ori...Eugene Yan Ziyou
The document discusses how competition affects performance depending on an individual's goal orientation. It examines direct competition against others versus indirect competition against standards. Performance-oriented individuals may perform better in direct competition, while mastery-oriented individuals may perform better with indirect competition when the task is difficult. Two studies examined how goal orientation, perceived task difficulty or self-efficacy, and type of competition (direct vs indirect) interact to influence task performance. The first study found a trend that mastery-oriented individuals performed worse in direct competition when the task was difficult and perceived as difficult. The second study found marginal support that performance-oriented individuals performed better in direct competition when self-efficacy was high.
This document discusses antecedent interventions for addressing problem behaviors. It defines antecedents as stimuli that occur before a behavior and explains that antecedent interventions aim to reduce problem behaviors by eliminating, modifying, or changing how antecedents are presented. Some evidence-based antecedent interventions discussed include noncontingent reinforcement, high-probability request sequences, and functional communication training. The document advises that antecedent interventions should be identified through a functional behavioral assessment and can involve modifying tasks, changing task difficulty, or breaking tasks into smaller parts. Parents are told some children may already have antecedent interventions and given suggestions if their child is struggling with a procedure.
The document summarizes a study that examined the effects of mindfulness meditation on working memory capacity, affect, and decision making ability. Sixteen stressed college students were randomly assigned to either a 30-day mindfulness meditation training program or a nature sounds control group. Measures of working memory capacity, positive affect, and decision making were taken before and after the 30 days. Results showed that the meditation group had significantly higher working memory capacity after training compared to controls. However, there were no significant effects on positive affect or decision making ability between the groups.
Chronic stress can negatively impact decision making abilities. It has been linked to poor issue interpretation, decreased alternative seeking, and implementing previously failed approaches. Researchers agree chronic stress leads to poor decision making. Those under chronic stress may exhibit risk taking behaviors due to altered reward processing. Additional variables like social pressure and rumination can further decrease decision making capabilities for those experiencing chronic stress. While some mixed results exist, chronic stress overall impairs cognitive processes involved in effective decision making.
Perceived Restoration, Attitudes, and Behaviors--Fuegen, Breitenbecher, Lee, ...Kayla Vires
This study investigated the combined effects of exercise and environment on perceived restoration, health attitudes, and dietary behaviors. Over 180 participants were randomly assigned to walk outdoors, walk indoors on a treadmill, sit outdoors, or sit indoors. They completed measures of attention and mood before and after, and also rated their perceived restoration and attitudes. Participants in the outdoor exercise condition reported the highest levels of perceived restoration and most positive attitudes. They also tended to choose healthier snacks and beverages afterwards compared to those in other conditions. The results suggest that exercising in a natural environment provides additional benefits beyond exercise alone.
The document summarizes the final presentation given by Badsha Khan on organizational behavior. It covers various topics discussed in the presentation such as perception, conflict, learning, motivation, leadership, and managing stress and change. The presentation analyzed how Coach Herb Brooks was able to mold the US national hockey team and help them win the gold medal at the 1980 Olympics through effective leadership, motivation techniques, and managing stress and organizational change.
This document discusses resilience in older adulthood. It defines resilience as successfully coping with adversity through protective factors. Resilience involves a balance between stress and coping abilities and is influenced by biological, psychological, social, and spiritual characteristics. It also changes over time and with life experiences and transitions. The document reviews themes of resilience and outlines interventions that can promote resilience in older adults like identifying their strengths and social support networks. It provides examples of resilience through two case studies and references measures of resilience like the Resilience Scale.
1) The document presents evidence from a study in Japan on developing resilience in students through classroom-based interventions.
2) The study involved delivering a 12-lesson program called SPARK to students ages 11+ across two grades to teach resilience, post-traumatic growth, cognitive behavioral therapy and positive psychology skills.
3) Results found that the intervention significantly increased students' overall resilience and had differential benefits based on students' developmental stages, with less resilient individuals showing greater gains. Student feedback also indicated the program helped them understand themselves and situations better.
This study examined the roles of acceptance and suppression in relaxation. 95 participants underwent a stressor task designed to induce anxiety before being given different interventions promoting acceptance, suppression, mindfulness, or endurance. Physiological arousal and self-reported anxiety were measured. Results showed that acceptance and mindfulness led to lower physiological arousal compared to suppression and a placebo. Acceptance also led to lower self-reported anxiety over time compared to other conditions. The findings provide evidence for the role of acceptance in relaxation and reinforce that suppression can paradoxically increase anxiety. Further research is needed to deepen understanding of the underlying processes.
This document summarizes research investigating potential differences in inhibitory control between overweight children and normal-weight controls using electrophysiological measures. The study used a stop-signal reaction time task to measure inhibitory control and analyzed event-related potentials (ERPs), specifically the N2 and P3 components. Behavioral results found no significant differences in stop-signal reaction times between groups. ERP results found no significant group differences in the amplitude of the N2 or P3 components. However, the P3 component occurred earlier for successful stop trials compared to unsuccessful stop trials overall. The study had limitations due to small sample sizes and discusses avenues for future research.
The document describes a study that developed a combined intervention to decrease problem behaviors displayed by siblings (Molly and Sam) diagnosed with pervasive developmental disorder (PDD). Separate functional analyses identified different reinforcers maintaining each child's aggression. Their behaviors were initially treated separately using functional communication training and delay fading. Then a combined treatment was implemented using differential reinforcement of other behaviors based on each behavior's function, allowing their caregiver to concurrently manage both children's behaviors.
Positive Emotions Boost Enthusiastic Responsiveness to Capitalization Attempt...Maciej Behnke
The document describes a study that examined how eliciting positive and negative emotions influences responses to a partner's capitalization attempts. Participants in romantic relationships watched film clips designed to elicit positive, negative, or neutral emotions. They then responded to messages saying their partner had won money. Positive emotions facilitated enthusiastic responses like smiling, while negative emotions inhibited enthusiasm. These effects were mediated by emotional valence and smiling, but not physiological arousal. The results suggest positive emotions fuel enthusiastic support for a partner's accomplishments.
This study examined the effects of brief mindfulness meditation training compared to an active control relaxation training on working memory and mind wandering. The researchers found that a 1-week at-home mindfulness meditation intervention did not increase working memory or decrease mind wandering, but did prevent stress-related impairments to working memory. Specifically, mindfulness meditation altered the factors that impair working memory such that the negative impact of mind wandering on working memory was only evident at higher levels of negative affect.
The document discusses lifestyle changes for diabetes management and self-care behaviors. It covers assessing diabetes problems, improving patient compliance, techniques for behavior change, stages of lifestyle change, making lifestyle changes through enhancing motivation and conviction/confidence, and advancing skills to maintain lifestyle changes through controlling cues, problem solving, cognitive change, relapse prevention, avoiding boredom, coping, and social support.
This document discusses a pilot study that assessed the effects of a mindfulness training program adapted for teachers on stress, burnout, and teaching efficacy. The study found that teachers who participated in the mindfulness-based stress reduction course showed significant reductions in psychological symptoms and burnout, improvements in classroom organization and attention, and increases in self-compassion, compared to declines seen in the control group. Mindfulness training may help teachers enhance attention, regulate emotions, improve coping skills for stress, and foster qualities like empathy that can improve classroom environment. However, more rigorous research is still needed to fully understand the potential benefits of mindfulness for teachers.
The Role of Emotions in Esports PerformanceMaciej Behnke
Emotions that differ on the approach-avoidance dimension are thought to have different functions. Based on the motivational dimensional model of affect, we expected high-approach tendency (and not valence) to facilitate sports performance in a gaming context. Moreover, we expected the influence of highapproach emotions on performance to be mediated by higher levels of cognitive and physiological challenge as an approach-related response. To test these hypotheses, 241 men completed 5 matches of a soccer video game FIFA 19. Before each match, approach tendencies and valence were experimentally manipulated by showing films that elicit amusement, enthusiasm, sadness, anger, and neutral states. Approach tendency, challenge/threat evaluations, cardiovascular responses, and game scores were recorded. After watching enthusiastic and amusing videos, gamers displayed stronger approach tendencies, and, in turn, improved performance, compared to negative emotions and neutral conditions. Moreover, enthusiasm produced a stronger approach tendency and promoted better performance than amusement. Elicitation of unpleasant emotions (anger and sadness) had no effect on approach tendencies or gaming-outcomes relative to the neutral conditions. Across all conditions, gamers with higher levels of cognitive and cardiovascular challenge achieved higher scores. These findings indicate that in a gaming context performance is enhanced by pleasant emotions with high-approach tendencies.
Family Systems Engagement and Assessment: Relationally and Contextually Respo...MelanieKatz8
Here are some potential challenges you may face in engaging your practicum families and strategies to address them:
- Families with prior negative experiences with social services may be distrustful. Build rapport by listening without judgment, emphasizing your role is to understand and help, not blame.
- Mandated families may feel coerced. Explain the process and their voice matters, while addressing risks. Shift focus to their goals and strengths.
- Some members like adolescents may disengage. Engage them through individual check-ins on their terms to join with family work.
- Cultural differences between you and families can create barriers. Learn about their culture and show genuine interest, not assumed understanding. Adapt approach as needed.
Evil Joy Is Hard to Share: Negative Affect Attenuates Interpersonal Capitaliz...Maciej Behnke
Capitalization is an interpersonal process in which individuals (capitalizers) communicate their accomplishments to others (responders). When these attempts to capitalize are met with enthusiastic responses, individuals reap greater personal and social benefits from the accomplishment. This research integrated the interpersonal model of capitalization with moral foundations theory to examine whether accomplishments achieved through immoral (vs. moral) means disrupt the interpersonal processes of capitalization. We hypothesized that an accomplishment achieved through immoral (vs. moral) means would suppress the positive affective response often reaped from capitalizing on good news. We conducted two, mixedmethods experiments in which individuals interacted with a stranger (Study 1) or with their romantic partner (Study 2). We found that responders exhibited greater self-reported negative emotions, avoidance motivation, and arousal when reacting to capitalizers' immoral (vs. moral) accomplishments. In turn, greater negative affect predicted less enthusiastic verbal responses to capitalization attempts. In Study 2 we found that immoral accomplishments increased avoidance motivation, which contrary to our expectations, increased expressions of happiness. These studies reveal that the moral means by which accomplishments are achieved can disrupt the interpersonal process of capitalization.
This study examined the effectiveness of cognitive behavioral therapy (CBT) in improving emotional self-efficacy (ESE) and reducing anxiety in children with Autism Spectrum Disorder (ASD) who also have anxiety disorders. Forty-four children were randomly assigned to either immediate CBT treatment or a waitlist condition. Results showed that ESE increased significantly more for the immediate treatment group than the waitlist group after treatment. Additionally, higher ESE scores correlated with lower anxiety scores. This suggests that modified CBT can effectively improve ESE in children with ASD and anxiety, and that increased ESE may help reduce anxiety levels.
Behavior modification techniques aim to motivate behavior through environmental factors that can be observed and measured, rather than internal drives. These motivating operations include establishing operations that increase the effectiveness of reinforcers, abolishing operations that decrease effectiveness, and motivating operations that affect consequences. Motivating operations can be unconditioned and innate like food deprivation, or conditioned through prior learning like imaginary pressure. Motivating operations differ from stimulus-discriminative stimuli in that they temporarily alter the value of consequences rather than elicit a specific response.
Thesis defense presentation of Justin Phillips (SDSU). "The Role of Relatedness and Autonomy in Motivation of Youth Physical Activity: A Self-Determination Perspective."
Competition Improves Performance: Only when Competition Form matches Goal Ori...Eugene Yan Ziyou
The document discusses how competition affects performance depending on an individual's goal orientation. It examines direct competition against others versus indirect competition against standards. Performance-oriented individuals may perform better in direct competition, while mastery-oriented individuals may perform better with indirect competition when the task is difficult. Two studies examined how goal orientation, perceived task difficulty or self-efficacy, and type of competition (direct vs indirect) interact to influence task performance. The first study found a trend that mastery-oriented individuals performed worse in direct competition when the task was difficult and perceived as difficult. The second study found marginal support that performance-oriented individuals performed better in direct competition when self-efficacy was high.
This document discusses antecedent interventions for addressing problem behaviors. It defines antecedents as stimuli that occur before a behavior and explains that antecedent interventions aim to reduce problem behaviors by eliminating, modifying, or changing how antecedents are presented. Some evidence-based antecedent interventions discussed include noncontingent reinforcement, high-probability request sequences, and functional communication training. The document advises that antecedent interventions should be identified through a functional behavioral assessment and can involve modifying tasks, changing task difficulty, or breaking tasks into smaller parts. Parents are told some children may already have antecedent interventions and given suggestions if their child is struggling with a procedure.
The document summarizes a study that examined the effects of mindfulness meditation on working memory capacity, affect, and decision making ability. Sixteen stressed college students were randomly assigned to either a 30-day mindfulness meditation training program or a nature sounds control group. Measures of working memory capacity, positive affect, and decision making were taken before and after the 30 days. Results showed that the meditation group had significantly higher working memory capacity after training compared to controls. However, there were no significant effects on positive affect or decision making ability between the groups.
Chronic stress can negatively impact decision making abilities. It has been linked to poor issue interpretation, decreased alternative seeking, and implementing previously failed approaches. Researchers agree chronic stress leads to poor decision making. Those under chronic stress may exhibit risk taking behaviors due to altered reward processing. Additional variables like social pressure and rumination can further decrease decision making capabilities for those experiencing chronic stress. While some mixed results exist, chronic stress overall impairs cognitive processes involved in effective decision making.
Perceived Restoration, Attitudes, and Behaviors--Fuegen, Breitenbecher, Lee, ...Kayla Vires
This study investigated the combined effects of exercise and environment on perceived restoration, health attitudes, and dietary behaviors. Over 180 participants were randomly assigned to walk outdoors, walk indoors on a treadmill, sit outdoors, or sit indoors. They completed measures of attention and mood before and after, and also rated their perceived restoration and attitudes. Participants in the outdoor exercise condition reported the highest levels of perceived restoration and most positive attitudes. They also tended to choose healthier snacks and beverages afterwards compared to those in other conditions. The results suggest that exercising in a natural environment provides additional benefits beyond exercise alone.
The document summarizes the final presentation given by Badsha Khan on organizational behavior. It covers various topics discussed in the presentation such as perception, conflict, learning, motivation, leadership, and managing stress and change. The presentation analyzed how Coach Herb Brooks was able to mold the US national hockey team and help them win the gold medal at the 1980 Olympics through effective leadership, motivation techniques, and managing stress and organizational change.
This document discusses resilience in older adulthood. It defines resilience as successfully coping with adversity through protective factors. Resilience involves a balance between stress and coping abilities and is influenced by biological, psychological, social, and spiritual characteristics. It also changes over time and with life experiences and transitions. The document reviews themes of resilience and outlines interventions that can promote resilience in older adults like identifying their strengths and social support networks. It provides examples of resilience through two case studies and references measures of resilience like the Resilience Scale.
1) The document presents evidence from a study in Japan on developing resilience in students through classroom-based interventions.
2) The study involved delivering a 12-lesson program called SPARK to students ages 11+ across two grades to teach resilience, post-traumatic growth, cognitive behavioral therapy and positive psychology skills.
3) Results found that the intervention significantly increased students' overall resilience and had differential benefits based on students' developmental stages, with less resilient individuals showing greater gains. Student feedback also indicated the program helped them understand themselves and situations better.
Assessment Task 3 Written Assignment - Evaluating the usefuln.docxdavezstarr61655
This document describes a pilot study that examined the effects of Kouk Sun Do (KSD), a traditional Korean mind-body practice, on anxiety symptoms in university students. Thirty students with self-reported anxiety were randomly assigned to a treatment or waiting list control group. Eighteen students completed pre- and post-tests, which measured trait anxiety, depression, and self-efficacy. The treatment group participated in 10 KSD sessions over 4 weeks, while the control group waited. Results showed decreased trait anxiety and depression, and increased self-efficacy in the treatment group compared to the control group after the intervention. Qualitative feedback also supported that KSD's relaxation effects may reduce anxiety.
The document summarizes research on the influences of stress appraisals and coping on individual well-being and academic performance. It discusses transactional models of stress and different sources and types of stress appraisals, including stress as a hassle versus an uplift. The study examined how sources of stress, coping resources, and outcomes like psychological distress, anxiety levels, and academic performance are related based on questionnaires completed by 118 first-year undergraduate students. Results found relationships between stress appraisals, coping strategies, and outcomes, with implications for improving student well-being and performance through stress management training.
Re-submit 7711565 - Does positive rumination predict resilienceMolly Tuck
This study aimed to determine if positive rumination predicts psychological resilience in undergraduate students. 30 students completed questionnaires measuring positive rumination, problem solving, social support, emotional regulation, and resilience. A multiple regression found positive rumination did not predict resilience. Problem solving was the strongest predictor of resilience. While preliminary, these results suggest enhancing problem solving may increase resilience more than positive rumination. Further research with larger, more diverse samples is needed to better understand the relationship between positive rumination and resilience.
1. You are asked to find and read a peer-reviewed article from a s.docxchristiandean12115
1. You are asked to find and read a peer-reviewed article from a scholarly journal in the field of Communication Studies; Specifically an article related to social media and mass media communication.
· Then, you are going to write a paper (Minimum 800 words do not include titles, in-text citations and a works cited or references page) ) and submit as well.
Article
Investigating the
Relationships Among
Resilience, Social Anxiety,
and Procrastination
in a Sample of
College Students
Chen-Yi Amy Ko and Yuhsuan Chang
Yuan Ze University, Taiwan
Abstract
This study investigated the relationships among resilience, social anxiety, and pro-
crastination in a sample of college students. Specifically, structural equation modeling
analyses were applied to examine the effect of resilience on procrastination and to
test the mediating effect of social anxiety. The results of this study suggested that
social anxiety partially mediated the relationship between resilience and procrastin-
ation. Students with higher levels of resilience reported a lower frequency of pro-
crastination behavior, and resilience had an indirect effect on procrastination through
social anxiety. The results of this study clarify the current knowledge of the mixed
results on resilience and procrastination behaviors and offer practical learning
strategies and psychological interventions.
Keywords
Resilience, social anxiety, procrastination
Introduction
A notable surge of interest in procrastination has been reported in the past two
decades. Procrastination is a serious concern for societies that increasingly
employ modern information technology and implicitly promote immediate grati-
fication (Rozental & Carlbing, 2014).
During the 1970s, the prevalence of self-reported procrastination was
4%–5% in the adult population, compared with 15%–20% in the most recent
Psychological Reports
2019, Vol. 122(1) 231–245
! The Author(s) 2018
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0033294118755111
journals.sagepub.com/home/prx
Corresponding Author:
Yuhsuan Chang, College of Management, Yuan Ze University, 135 Yuan-Tung Road, Chungli, Taoyuan
City, Taiwan.
Email: [email protected]
https://us.sagepub.com/en-us/journals-permissions
https://doi.org/10.1177/0033294118755111
journals.sagepub.com/home/prx
report (Steel, 2012). The prevalence of procrastination in the general population
was reported to be approximately 20% (Steel, 2007).Worldwide, 20%–25% of
adults report chronic procrastination tendencies in the domains of work and
personal lives (Balkis & Duru, 2007; Ferrari & Dı́az-Morales, 2014). Most pro-
crastinators see their delaying behaviors as inappropriate, problematic, and in
need of change (Skowronski & Mirowska, 2013). Procrastination is associated
not only with negative consequences for the activity being delayed but also with
decreased psychological well-being and performance and increased distress
(Rozental & Carlbring, 2.
YOUR WORK WILL BE AUTOMATICALLY CHECKED BY BLACKBOARD SAFEASSIGN. .docxodiliagilby
YOUR WORK WILL BE AUTOMATICALLY CHECKED BY BLACKBOARD SAFEASSIGN. ASSIGNMENTS WITH SIMILARITY RATINGS GREATER THAN 35% WILL NOT BE GRADED.
In your own words and GIVE EXAMPLES. Use business English. Check your spelling and grammar. Each answer should be about one-half page
Chapter One
1. Discuss (with examples) what is an I/O and what is a resource-based business model.
Type answer here:
Chapter Two:
2. What ae the differences between the general environment and the industry environment? Why are these differences important?
Type answer here:
Chapter Three
3. What is Value Chain Analysis? How does it help companies earn above-average returns?
Type answer here:
Chapter Four
4. Explain Cost Leadership and Differentiation strategies. Be sure to name a real-life company that practices each strategy
Type answer here.
Chapter Five
5. What factors contribute to the likelihood of a response to a competitive action?
Type answer here:
Chapter Six:
6. What is corporate-level strategy? what is business-level strategy?
Type answer here.
Chapter Eight:
8. List and explain with examples the five entry modes firms may consider as paths to enter the international markets?
Type answer here
Chapter Nine:
9. What is a strategic alliance? What are the three major types of strategic alliances?
Type answer here
Chapters 10
10-. Discuss what is meant by “agency relationship”? What are some actions that firms can take to align the interests of managerial agents with those of the firm’s shareholders?
Type answer here.
Chapters 11
11-. Compare and contrast strategic and financial controls?
Type answer here.
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Psychology, Health & Medicine
ISSN: 1354-8506 (Print) 1465-3966 (Online) Journal homepage: http://www.tandfonline.com/loi/cphm20
Feasibility and effectiveness of psychosocial
resilience training: A pilot study of the READY
program
Nicola W. Burton , Ken I. Pakenham & Wendy J. Brown
To cite this article: Nicola W. Burton , Ken I. Pakenham & Wendy J. Brown (2010) Feasibility and
effectiveness of psychosocial resilience training: A pilot study of the READY program, Psychology,
Health & Medicine, 15:3, 266-277, DOI: 10.1080/13548501003758710
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Resilience is the ability to bounce back which starts with having a healthy foundation and viewing adversity as an opportunity to grow and face a new challenge
developmental perspective of resilienceTaniya Thomas
The document discusses resilience from a developmental perspective across the lifespan. It describes four waves of resilience research including identifying individual resilience factors, embedding resilience in developmental systems, intervening to foster resilience, and examining multi-system levels. For each life stage - infancy, childhood, adolescence, adulthood, and old age - factors affecting resilience are discussed, such as parent-child relationships, social support systems, and adaptive coping strategies. Resilience is framed as positive adaptation despite challenges or threats at different stages of life.
The Healthy Workplace Model: 2014 Presentation Oregon Health SciencesJoel Bennett
Evidence-Based Tools for Teams, Leaders, and a Resilient Climate. Reviews Five fundamentals
1) The Spirit of Work
2) Relatedness
3) Social Contagion
4) Social Support
5) Leadership Ripple Effect
This document discusses test anxiety and its effects on students. It provides statistics showing that between 25-40% of students experience debilitating stress from testing. Test anxiety can have mild effects like rapid heart rate or moderate effects like crying or illness. For some students, it can be extreme and comorbid with disorders. The document offers tips for students, parents, teachers, and schools to help reduce test anxiety, including relaxation techniques and emphasizing long-term learning over test results. Overall, it examines test anxiety as a serious issue but says evaluation is part of life and students need to learn positive ways to address it.
Emotion
Unpacking Cognitive Reappraisal: Goals, Tactics, and
Outcomes
Kateri McRae, Bethany Ciesielski, and James J. Gross
Online First Publication, December 12, 2011. doi: 10.1037/a0026351
CITATION
McRae, K., Ciesielski, B., & Gross, J. J. (2011, December 12). Unpacking Cognitive
Reappraisal: Goals, Tactics, and Outcomes. Emotion. Advance online publication. doi:
10.1037/a0026351
Unpacking Cognitive Reappraisal: Goals, Tactics, and Outcomes
Kateri McRae and Bethany Ciesielski
University of Denver
James J. Gross
Stanford University
Studies of emotion regulation typically contrast two or more strategies (e.g., reappraisal vs. suppression)
and ignore variation within each strategy. To address such variation, we focused on cognitive reappraisal
and considered the effects of goals (i.e., what people are trying to achieve) and tactics (i.e., what
people actually do) on outcomes (i.e., how affective responses change). To examine goals, we randomly
assigned participants to either increase positive emotion or decrease negative emotion to a negative
stimulus. To examine tactics, we categorized participants’ reports of how they reappraised. To examine
reappraisal outcomes, we measured experience and electrodermal responding. Findings indicated that (a)
the goal of increasing positive emotion led to greater increases in positive affect and smaller decreases
in skin conductance than the goal of decreasing negative emotion, and (b) use of the reality challenge
tactic was associated with smaller increases in positive affect during reappraisal. These findings suggest
that reappraisal can be implemented in the service of different emotion goals, using different tactics. Such
differences are associated with different outcomes, and they should be considered in future research and
applied attempts to maximize reappraisal success.
Researchers have identified many types of emotion regulation
strategies (e.g., cognitive reappraisal, expressive suppression;
Gross & Thompson, 2007). Contrasting these strategies has led to
important insights about differences among emotion regulatory
processes (Dillon, Ritchey, Johnson, & LaBar, 2007; Goldin,
McRae, Ramel, & Gross, 2008; Gross, 1998; Hayes et al., 2010;
Sheppes & Meiran, 2007) but has deemphasized the variability that
exists within any given strategy, such as those occasioned by
differing goals (i.e., what people are trying to achieve) or tactics
(i.e., what people actually do).
One promising target for examining within-strategy variation is
cognitive reappraisal, which refers to altering emotions by chang-
ing the way one thinks. Successful reappraisal influences many
aspects of emotional responding, including self-reported negative
affect (Gross, 1998), peripheral physiology (Jackson, Malmstadt,
Larson, & Davidson, 2000; Ray, McRae, Ochsner, & Gross, 2010),
and neural indicators of emotional arousal (Hajcak & Nieuwen-
huis, 2006; Ochsner et al., 2004; Urry et al., 2006). However, there
has been notable va ...
1) Hedonic adaptation refers to how changes in income or life experiences only temporarily impact happiness and satisfaction diminishes as people adjust to their new circumstances.
2) While hedonic adaptation takes time, certain activities like positive addictions to exercise and religion may help prevent full adaptation through incremental boosts to well-being.
3) Prospect theory suggests that gains and losses are perceived relative to one's current state, so the impact of changes depends on how much one has adapted to their new normal.
Dr. Chan Hellman's Keynote Address from the 2016 Science of HOPE conference.
Description:
Positive psychology is an emerging field focused on the scientific study of human strengths and the capacity for individuals, groups, and communities to thrive. Within this field, Hope has emerged as one of the top strengths contributing to well-being. This seminar will present the science of Hope as a meaningful resource in our ability to cope with traumatic experiences and flourish toward future goals, and will also present “hands-on” tools to assess hope and develop strategies to attain established desirable goals. Finally, this seminar will present scientific studies conducted by the University of Oklahoma’s Center of Applied Research for Nonprofit Organizations that demonstrate the power of hope among children and adults who have experienced trauma.
Resilience to Thrive Coaching A Science to Practice ApproachJoel Bennett
This is the slide deck for a presentation delivered to the Institute of Coaching in 2022. This interactive session will introduce participants to the 10 principles of the Resilience to Thrive (R2T) Coaching model/training developed and researched by Dr. Joel Bennett and colleagues from Organizational Wellness & Learning Systems. At its core, R2T situates resilience as one step in a broader aspirational framework that treats human beings as having an innate power to transform stress and challenges into positive growth experiences, across the lifespan. Participants will learn about resilience stories, set-point, working with triggers, job crafting, creating the “couch” of coaching, and the use of cognitive-behavioral worksheets and coaching tools that support the resilience to thrive journey. We will also showcase a 1-year follow-up evaluation study of coaching students who went through the R2T training. Results suggest the model holds promise as an adjunct to both wellness coaching and mental health practice. To access the video recording please checkout IOC
https://instituteofcoaching.org/resources/webinar-resilience-thrive-coaching-science-practice-approach
The document discusses motivational interviewing (MI) and the transtheoretical model of health behavior change (TTM). The TTM proposes that behavior change involves progress through six stages: precontemplation, contemplation, preparation, action, maintenance, and termination. MI is a counseling approach used to help people progress through the stages by expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy. The document provides examples of questions counselors can ask and behaviors to watch for at each stage to support movement toward behavior change.
The document discusses resilience and post-traumatic growth. It defines resilience as positive adaptation despite significant adversity. Sources of resilience include individual attributes like optimism as well as external supports like close relationships. Post-traumatic growth refers to enhanced functioning or positive life changes resulting from trauma, beyond just returning to baseline. People commonly report increased strength, appreciation for life, improved relationships, and clarity around priorities after trauma. Making sense of and finding benefits from difficult events helps enable growth.
Similar to NOEC 2016 Booth Neill presentation slides (20)
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
NAVIGATING THE HORIZONS OF TIME LAPSE EMBRYO MONITORING.pdfRahul Sen
Time-lapse embryo monitoring is an advanced imaging technique used in IVF to continuously observe embryo development. It captures high-resolution images at regular intervals, allowing embryologists to select the most viable embryos for transfer based on detailed growth patterns. This technology enhances embryo selection, potentially increasing pregnancy success rates.
How to Control Your Asthma Tips by gokuldas hospital.Gokuldas Hospital
Respiratory issues like asthma are the most sensitive issue that is affecting millions worldwide. It hampers the daily activities leaving the body tired and breathless.
The key to a good grip on asthma is proper knowledge and management strategies. Understanding the patient-specific symptoms and carving out an effective treatment likewise is the best way to keep asthma under control.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Summer is a time for fun in the sun, but the heat and humidity can also wreak havoc on your skin. From itchy rashes to unwanted pigmentation, several skin conditions become more prevalent during these warmer months.
Pictorial and detailed description of patellar instability with sign and symptoms and how to diagnose , what investigations you should go with and how to approach with treatment options . I have presented this slide in my 2nd year junior residency in orthopedics at LLRM medical college Meerut and got good reviews for it
After getting it read you will definitely understand the topic.
Demystifying Fallopian Tube Blockage- Grading the Differences and Implication...
NOEC 2016 Booth Neill presentation slides
1. A presentation
by
Jessie Booth &
James Neill
RESILIENCE AND
COPING IN
OUTDOOR EDUCATION
19th National
Outdoor Education
Conference, March
30, 2016 University
of Sunshine Coast,
Queensland,
Australia.
2. Introduce psychological theory about stress, coping
and resilience.
Review research about coping strategies and
resilience in outdoor education (OE).
Explore how OE can use coping
strategies to contribute to the
development of resilience.
THIS PRESENTATION WILL:
4. Capacity for adapting well in the face of tragedy,
trauma, threats or significant stress
(American Psychological Association, 2010)
Bouncing back from a challenging experience
(Smith et al., 2008)
Conceptualisation has changed from being a special,
invulnerable characteristic of some individuals to a
normal achievable and basic human adaptation
system.
PSYCHOLOOGICAL RESILIENCE
5. RESILIENCE – SOURCES
some types of risk
make individuals
vulnerable
protective factors
lessen an individuals
response to
adversity (or make
them more resilient)
Antecedent → Adversity
(e.g., experiences that are difficult
to adjust to)
Response → Positive adaptation
(e.g., behavioural competencies that are
symptoms of internal well-being)
Coping
6. Coping = behavioural and cognitive attempts to
manage stress (Carpenter, 1992)
Diverse range of coping skills enables healthy
adaptation.
Transactional model of stress and coping
(Lazarus & Folkman, 1987)
1. Primary appraisal = perception of a threat as irrelevant/benign or
stressful.
2. Secondary appraisal = selecting a response to the threat to best
manage it.
COPING
7. 3 main categories of coping responses
(Folkman & Lazarus, 1980):
Problem-focused
Emotion-focused
Avoidant
We should be cautious about
labelling particular coping
strategies as positive or negative
because each may be effective in
particular situations.
COPING
8. Stress Inoculation Model
Similar to development of immunity against disease
Small dosages of stress allow the system to build resilience
COPING & RESILIENCE
Challenge
(Stress-inducing
experience)
Adaptive
coping
behaviour
Increased
resilience and
adaptability
Stress Coping Resilience
9. Psychoeducation sessions (x4) for stressed uni students:
resilience and stress models, coping strategies, responsibility,
changing disempowering interpretations, creating meaningful
connections, and self-leadership
Results (compared to control group):
Significantly higher resilience scores
Greater use of problem-focused coping strategies
Lower use of avoidant coping strategies
Techniques to develop coping (what we can do in OE):
Psychoeducation
Change environment/ stressor to test and practice responses
Coping effectiveness training and practice
STUDY 1 – COPING INTERVENTION
(STEINHARDT & DOLBIER, 2008)
10. Unfamiliar, wilderness environments
Challenging nature of adventure activities
Guided facilitation of experiences
Group dynamics
In theory, this can create constructive anxiety or dissonance
Participants are required to engage coping strategies and
therefore build resilience
Generally positive but variable results in studies examining
change in resilience through OE programs
OE AS A RESILIENCE INTERVENTION
11. Neill and Dias (2001): Adult participants in a 22-day Outward Bound
Australia program
(large change: d = 1.10, N = 41)
Shellman (2009): Youth participants in 14 to 30 day Outward Bound
USA programs
(large change: d = 0.87, N = 63)
Hayhurst, Hunter, Kafka, & Boyes (2015): Youth participants in a 10-
day New Zealand sail training voyage
(moderate change: d = 0.59, N = 66)
Ewert & Yoshino (2011). US college students outdoor adventure
education semester program
(moderate change: d = 0.40, N = 66)
However, other studies have found no significant changes:
Sheard and Golby (2006): 26 university students in UK for a 3-month outdoor
adventure education curriculum.
Skehill (2001): 99 adolescents in initial 5-week period of residential program
that combined outdoor education with traditional school curriculum.
RESILIENCE &
OUTDOOR EDUCATION STUDIES
12. Investigated development of psychological
resilience and the contribution of different
coping strategies
Outward Bound program for adolescents
Mixed method
(quantitative &
qualitative)
COPING & RESILIENCE IN OUTDOOR ED
(BOOTH, 2015)
13.
14. I tend to bounce back quickly after hard times.
I have a hard time making it through stressful
events. (R)
It does not take me long to recover from a
stressful event.
It is hard for me to snap back when something
bad happens. (R)
I usually come through difficult times with little
trouble.
I tend to take a long time to get over set-backs in
my life. (R)
BRIEF RESILIENCE SCALE
(SMITH ET AL., 2008)
18. Average overall use of
strategy
4= a lot
3= a medium amount
2= a little bit
1= not at all
COPING
STRATEGIES
DURING AN OE
PROGRAM
Resilience-enhancing
Resilience-undermining
19. 3 coping strategies partially explained change in
resilience:
Qualitative data showed greater use of:
Positive Reinterpretation:
Construing a stressful transaction in positive terms
e.g., “I learnt something from the experience.”
Quantitative data showed lower use of:
Acceptance:
Accepting the reality of a stressful situation
e.g., I learnt to live with it.
Focus on and Venting of Emotions:
Focusing on what is distressing or upsetting and ventilating those feelings
e.g., I felt a lot of emotional distress and found myself expressing those
feelings a lot.
predicted greater positive changes in resilience
RESULTS – CONTRIBUTION OF COPING TO
CHANGE IN RESILIENCE
20. Resilience is a core psychological outcome targetted by
outdoor education programs
There is positive but varied evidence about effect of OE
on participants’ resilience levels.
Psychological theory suggests coping strategies can
influence development of resilience.
Thus, to improve outcomes of OE programs, consider:
Greater integration of psychoeducation to help guide participants’
coping strategy skill and choices
Facilitators can be influential in teaching, facilitating, and role
modeling use of adaptive coping skills
Specially target:
Positive reinterpretation (↑)
Acceptance (↓)
Focus on and venting of emotion (↓)
CONCLUSION
22. American Psychological Association (2010). The road to resilience. Retrieved from
http://www.apa.org/helpcenter/road-resilience.aspx
Booth, J. W. (2015). Coping strategies and development of psychological resilience in outdoor education.
University of Canberra.
Beightol, J., Jevertson, J., Gray, S., Carter, S., & Gass, M. (2009). The effect of an experiential, adventure -
based “anti-bullying initiative” on levels of resilience: A mixed methods study. Journal of Experiential
Education, 31, 420-424. Retrieved from http://jee.sagepub.com/content/31/3/420.full.pdf+ html
Bonanno , G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to
thrive after extremely aversive events? American Psychologist, 59 , 20–28. doi:0.1027/0003-066X.59.1.20
Carpenter, B. N. (1992). Issues and advances in coping research. In Carpenter, B. N. (Ed.) Personal coping:
Theory, research, and application (pp. 1-13). Westport, CT: Praeger.
Carver, C. S. (1998). Resilience and thriving: Issues, models, and linkages. Journal of Social Issues , 54, 245-
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Carver, C. S., Peterson, L. M., Follansbee, D. J., & Scheier, M. F. (1983). Effects of self -directed attention on
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Shyness (pp. 173-185). New York: Plenum. doi:10.1007/978-1-4899-0525-3_14
Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based
approach. Journal of Personality and Social Psychology, 56 , 267-283. doi:0022 -3514/89/S00.75
Catanzaro, S. J., Wasch, H. H., Kirsch, I., & Mearns, J. (2000). Coping -related expectancies and dispositions
as prospective predictors of coping responses and symptoms. Journal of Personality , 68, 757-788.
doi:10.1111/1467 -6494.00115
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Editor's Notes
Outdoor education often aims to develop participants’ psychological resilience (or mental toughness) through structured challenging and reflective experiences. Such experiences, however, can be a double-edged sword, with potential for both growth and harm. Some participants thrive, whilst others can be reluctant or resistant. Psychological theory about stress and coping can help to understand this problem. Individuals employ coping strategies in response to stressful and challenging situations. Some coping strategies, such as problem-solving and positive thinking, may help to deal with the challenges and thereby foster psychological resilience, whilst other coping strategies, such as ignoring the problem and worrying, may undermine resilience.
From the 1960s to the early 1990s, conceptualisation of psychological resilience focused on a individual capacity to not manifest dysfunction despite exposure to risk factors such as distressing family environments (Garmezy, 1991; Werner & Smith, 1992). Resilient individuals were often described as possessing something special that made them relatively invincible or invulnerable (Pines, 1975, as cited in Masten, 2001). More recent approaches emphasise protective factors such as optimism, an ability to find meaning in one’s life experiences and a sense of personal control (Taylor, Kemeny, Reed, Bower, & Gruenewald, 2000) which give individuals an advantage when faced with adversity (Bonanno, 2004).
With growing attention, the idea of remarkable individuals has been challenged and now resilience is framed as a more normally achievable, and basic human adaptation system that is relevant to everyone (Luthar, Cicchetti, & Becker, 2000; Masten, 2001). There is a degree of ordinariness to this phenomenon, as it becomes more evident that when any individual engages appropriate supportive mechanisms and processes, s/he can build resilience.
From the 1960s to the early 1990s, conceptualisation of psychological resilience focused on a individual capacity to not manifest dysfunction despite exposure to risk factors such as distressing family environments (Garmezy, 1991; Werner & Smith, 1992). Resilient individuals were often described as possessing something special that made them relatively invincible or invulnerable (Pines, 1975, as cited in Masten, 2001). More recent approaches emphasise protective factors such as optimism, an ability to find meaning in one’s life experiences and a sense of personal control (Taylor, Kemeny, Reed, Bower, & Gruenewald, 2000) which give individuals an advantage when faced with adversity (Bonanno, 2004).
With growing attention, the idea of remarkable individuals has been challenged and now resilience is framed as a more normally achievable, and basic human adaptation system that is relevant to everyone (Luthar, Cicchetti, & Becker, 2000; Masten, 2001). There is a degree of ordinariness to this phenomenon, as it becomes more evident that when any individual engages appropriate supportive mechanisms and processes, s/he can build resilience.
Current conceptualisations of resilience share two core ideas: adversity as an antecedent and positive adaptation as a response (Fletcher & Sarkar, 2015). Adversity refers to life experiences that are typically difficult to adjust to. Positive adaptation is considered to be behavioural competencies (Luthar & Cicchetti, 2000) that relate to symptoms of internal well-being (Masten & Obradovic, 2006).
A process-focused approach considers resilience as malleable and elastic, a changing and developing positive adaptation system (Luthar et al., 2000; Olsson et al., 2003). This theory considers that different people respond differently to different environmental hazards, contexts and outcomes (Rutter, 2006). A process focused approach to understanding resilience, focuses on understanding the mechanisms that affect the way individuals deal with and process risky situations. This is seen from two ends of the spectrum: firstly which types of risk make the individual vulnerable, and secondly, which protective factors lessen an individual’s response to adversity or make them more resilient.
Coping refers to behavioural and cognitive attempts to manage stress (Carpenter, 1992). A versatile and comprehensive repertoire of coping strategies enables healthy adaptation to a variety of situations and environments (Frydenberg, 1999; Lazarus & Folkman, 1984; Neill & Heubeck, 1998). Coping is a meeting point between an individual’s perception of the requirements of the external world and the perceived necessities of the internal world (Neill & Heubeck, 1998). Coping involves a dynamic interaction between the individual and the stressful environment
Cognitive appraisal theory (Lazarus, 1966) and the transactional model of stress and coping (Lazarus & Folkman, 1987) explain individual emotional response to stressors and challenges (Folkman & Moskowitz, 2004) as arising from primary and secondary appraisals when dealing with a threat. Primary appraisal involves perceiving a threat to one’s self as irrelevant, benign-positive (a positive outcome is anticipated), or stressful (harm, loss, threat, and challenge anticipated). Secondary appraisal involves selecting a response to the threat in order to manage the situation (Lazarus & Folkman, 1984). Carver, Scheier, and Weintraub (1989) suggest the act of coping follows these appraisals and execution of the chosen response.
Problem-focused coping addresses the direct source of the issue creating distress and attempts a solution-focused action (Folkman & Lazarus, 1980). This is an appropriate response when the individual has control over the outcome and factors involved. Emotion-focused coping involves regulating internal process to lessen the feelings of distress and can involve expression of emotions and reactions associated with the stressor
According to the “stress inoculation” model (Meichenbaum & Cameron, 1989), the resilience-enhancing role of stress is akin to the development of immunity to disease via gradual or small exposure to a pathogen. Similarly, resilience can be built through gradual exposure to experiences that challenge feelings of safety and competence (Rutter 1993). Stress-inducing challenges which are responded to with successful coping behaviours are hypothesised to increase the individual’s level of resilience and adaptability. However, it should be noted that stressful experiences come with some degree of psychological discomfort and that they also have the potential for psychological distress and trauma
Individual ability to appraise, process and attach meaning to an experience helps to incorporate it into one’s belief system (Jew & Green, 1998). Therefore, much of the development of resilience involves adjustment of cognitive appraisals and judgments about what different situations mean to the individual. Resilience becomes a gateway to mastery and provides an ability to take on greater responsibility, which is associated with an increase in positive mental health and a positive belief in one’s ability to cope (Jew & Green, 1998).
Coping involves a set of strategies whereas resilience is the successful final result from implementing those strategies. Thus psychological resilience can be understood as arising from the finding of methods to cope with hardships (Compas, Connor-Smith, Saltzman, Thomsen, & Wadsworth 2001). However, not all coping strategies will help facilitate development of resilience (Glennie, 2010), an area which needs further investigation.
Coping strategies have been identified as a mediator of stress and are a major factor in determining whether an experience is beneficial or detrimental to an individual (Neill & Heubeck, 1998). As stress is a salient feature of outdoor education, the role of coping strategies would appear highly relevant.
Stress = initial evaluation of a stressor
Effects of the stressor can be:
Negative = distress
Positive = eustress
Selye (1976) referred to negative and positive stress as distress and eustress respectively. Stress is the initial evaluation of a stressor but distress and eustress are the effects of that stressor. In the majority of stress responses there will be a mixture of stress types. Eustress is defined as any consequences that feel desirable or pleasurable yet are still carried by the catalyst that is forcing the individual to adapt in some way
There is surprisingly little research that examining interventions that target the development of coping strategies and resilience. A study of a a coping intervention consisting of four weekly psychoeducational sessions for stressed university students found significantly higher resilience scores (d = .82), greater use of problem-focused coping strategies, and lower use of avoidant coping strategies than in a control group (Steinhardt & Dolbier, 2008)This psychoeducational intervention taught participants about resilience and stress models, coping strategies, responsibility, changing disempowering interpretations, creating meaningful connections, and self-leadership
Coping strategies arise from early developmental influences (Taylor & Stanton, 2007), however post-childhood psychosocial interventions can actively help people to learn to cope more effectively with stress (Roberts, Walton, & Viechtbauer, 2006). Coping interventions should, however, consider that people have spent the majority of their lives establishing their coping strategies.
Nevertheless, there is growing evidence that education about productive choices and methods of coping can have beneficial outcomes. For example, coping effectiveness training (Folkman, Chesney, McKusick, Ironson, & Johnson, 1991) is designed to adjust the current appraisal system, matching an appropriate coping response to a stressor, and training and practice in how to maintain an appropriate response.
Another potentially effective method of coping intervention is to to change the environment, thereby changing the stressors in order to allow new coping mechanisms to be practiced (Taylor & Stanton, 2007). Combining exposure a new environment along with psychoeducation and developmental challenges offers a potentially fresh perspective and practical field of experimentation for developing coping and resilience interventions.
The philosophy behind many outdoor education programs is that encountering stress, from being at the edge of one’s physical and psychological boundaries can enhance people’s capacity to deal with everyday stressors This philosophy is in line with the concept of eustress and the stress inoculation model.
Several sources identify that the unfamiliar physical environments, challenging activities, social milieu, and staff facilitation as key programming elements used in outdoor education The use of relatively natural, unfamiliar program environments (Hattie, Marsh, Neill, & Richards, 1997; Nadler, 1993; Walsh & Golins, 1976) provide a natural system of consequences for participants’ actions (Kimball & Bacon, 1993). The provides the stressors, which need to be responded to by utilising internal competencies from cognitive, spiritual, emotional, physical, and social/behavioural domains (Kumpfer, 1999). Each individual has differing resources available to them from these domains, creating individual differences in tolerance levels for different environmental stressors. Outdoor education provides many opportunities for individuals to explore the relationship between their internal competencies and environmental factors.
Challenging activities are embedded in outdoor education programs to engage participants physically, intellectually, socially, and emotionally (Walsh & Golins, 1976)For example, experiential, high impact, high-energy activities such as expeditions, high ropes activities, canoeing, caving, and rock climbing are often used.
Outdoor education programs are usually conducted in small groups that provide a salient social milieu in which mutual dependence amongst group members is developed as they tackle common objectives (Kimball & Bacon, 1993; McKenzie, 2000; Walsh & Golins, 1976). This milieu is often constructed via processing such as giving and receiving feedback, the dynamic of followership and leadership, group dynamics, and social modelling. Staff facilitators assist in this process by helping participants to glean meaning from their experiences via guided reflection and linking the experiences back to their daily lives (Priest & Gass, 1997).
There is surprisingly little research that examining interventions that target the development of coping strategies and resilience. A study of a a coping intervention consisting of four weekly psychoeducational sessions for stressed university students found significantly higher resilience scores (d = .82), greater use of problem-focused coping strategies, and lower use of avoidant coping strategies than in a control group (Steinhardt & Dolbier, 2008)This psychoeducational intervention taught participants about resilience and stress models, coping strategies, responsibility, changing disempowering interpretations, creating meaningful connections, and self-leadership
Coping strategies arise from early developmental influences (Taylor & Stanton, 2007), however post-childhood psychosocial interventions can actively help people to learn to cope more effectively with stress (Roberts, Walton, & Viechtbauer, 2006). Coping interventions should, however, consider that people have spent the majority of their lives establishing their coping strategies.
Nevertheless, there is growing evidence that education about productive choices and methods of coping can have beneficial outcomes. For example, coping effectiveness training (Folkman, Chesney, McKusick, Ironson, & Johnson, 1991) is designed to adjust the current appraisal system, matching an appropriate coping response to a stressor, and training and practice in how to maintain an appropriate response.
Another potentially effective method of coping intervention is to to change the environment, thereby changing the stressors in order to allow new coping mechanisms to be practiced (Taylor & Stanton, 2007). Combining exposure a new environment along with psychoeducation and developmental challenges offers a potentially fresh perspective and practical field of experimentation for developing coping and resilience interventions.
Coping strategy research very careful never to categorise strategies into helpful not helpful. However within context and research can make some suggestions about the use of certain strategies in OE.
Green dots= coping strategies that came up as being helpful
red= not helpful.
For the quantitative data, these two strategies explained 13% of the unexplained variance.