Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 6 de 6
Filtrar
1.
Artigo em Inglês | MEDLINE | ID: mdl-37835118

RESUMO

The aims of this study were to examine psychological factors that predict treatment seeking and disability over the total duration of experiencing back pain. A sample of 201 adults experiencing chronic back pain was recruited through health professionals and completed the Depression, Anxiety and Stress Scale (DASS), the Oswestry Back Pain Disability Questionnaire (ODQ), the McGill Pain Questionnaire (MPQ) and the life control and affective distress variables of the West Haven-Yale Multidimensional Pain Inventory (WHYMP), and participants disclosed the number of treatment sessions attended over the course of the illness. Depression, life control and affective distress were tested as indirect predictors of disability severity that were mediated by treatment attendance. Each unit increase in life control predicted attending nearly 30 more treatment sessions, each unit increase in affective distress predicted attending 16 fewer treatments and each unit increase in depression predicted 4 fewer treatments, together explaining 44% of variance in treatment seeking. The effects of life control and affective distress on disability were explained by treatment attendance, whereas depression retained a direct effect on disability. Treatment attendance had an effect on disability. The findings show that participants with lower life control and higher affective distress and depression had higher levels of pain and disability, in part due to due to their treatment-seeking behaviour.


Assuntos
Dor Crônica , Pessoas com Deficiência , Adulto , Humanos , Depressão/epidemiologia , Depressão/psicologia , Dor nas Costas/psicologia , Ansiedade/psicologia , Transtornos de Ansiedade , Pessoas com Deficiência/psicologia , Avaliação da Deficiência , Dor Crônica/terapia
2.
Front Psychol ; 12: 774967, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34925177

RESUMO

This large-scale quantitative review used publication data to track the presence of positive education terms over a 100+ year period across 35 psychology journals and education journals utilizing two analytical methods. First, computer-generated linguistic word count analysis identified that positive education terms have shown small but steady growth in psychology and education research for more than a century. From 1904 to 2016, positive education terms have risen consistently, with increases in 1952, 1982, 2010, and 2014 to over 4, 5, 6, and 7 percent, respectively. Four new terms were present in the top 20 most prevalent terms following the official launch of positive education in 2009: well-being, satisfaction, motivat*, and engag* (note: terms ending with an asterisk are word stems). Three terms also increased in rank order prevalence from 2009 onwards: emotion*; health; and goal*. The second analytical method involved in-depth human coding of a subset of positive education abstracts (n=2,805) by a team of five researchers to identify trends pertaining to how positive education research has been conducted in terms of paradigms, designs, methods, tools, samples, and settings from 1950 to 2016. College students and students in secondary school make up the most common samples, with little research in the early childhood years. Quantitative, cross-sectional studies using self-report surveys have been the most common design and method used over the past six decades, suggesting room for growth in qualitative methods and the need for greater longitudinal and intervention designs. The human coding was also used to classify positive education variables into broader categories of research. Nine categories were identified: positive functioning; well-being; ill-being; strengths; agency; connection and belonging; identity and personality; school climate and outcomes; and demographics. By tracking positive education science over time, the current paper allows researchers to take stock of the field, identify gaps, outline areas of growth, and pursue fruitful topics for future research.

3.
Front Psychol ; 10: 2273, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31649593

RESUMO

The focus of this study was on adolescent mental health. More specifically, the relationship between strength-based parenting (SBP) and subjective wellbeing (SWB) during adolescence was examined at three time points over 14 months (N = 202, M age = 12.97, SD age = 0.91, 48% female). SBP was positively related to life satisfaction and positive affect at each of the three time points, and was negatively related to negative affect. SBP and SWB both declined significantly over time. When examining the causal relationships between SBP and SWB, two different statistical models were applied: latent growth-curve models (LGM) and random-intercept cross-lagged panel models (RI-CLPM). The LGM revealed a strong positive relationship between changes in SBP and SWB. Specifically, this model showed that SBP at one time point predicted adolescent SWB at future time points. However, when the more stringent statistical test was completed through RI-CLPMs, no cross-lagged paths reached significance. Thus, while parenting is a significant predictor of wellbeing for pre-teens and teens in real time, it is not predictive of wellbeing at future time points. Parents, thus, cannot assume that their current levels of SBP are 'banked' by their children to support future wellbeing. Instead, SBP needs to be an ongoing, contemporary parenting practice. Furthermore, the fact that perceptions of SBP decline in this age bracket suggest that SBP interventions may be helpful in supporting adolescent mental health.

4.
Adv Physiol Educ ; 43(2): 233-240, 2019 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-31088160

RESUMO

Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students' grades with positive student perception of their learning experience.


Assuntos
Desempenho Acadêmico , Pessoal Técnico de Saúde/educação , Ocupações em Saúde/educação , Aprendizagem Baseada em Problemas/métodos , Estudantes de Ciências da Saúde , Humanos
5.
Stress Health ; 35(3): 227-255, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-30698328

RESUMO

Mindfulness, meditation, and other practices that form contemplative interventions are increasingly offered in workplaces to support employee mental health. Studies have reported benefits across various populations, yet researchers have expressed concerns that adoption of such interventions has outpaced scientific evidence. We reappraise the extant literature by meta-analytically testing the efficacy of contemplative interventions in reducing psychological distress in employees (meta-analysed set: k = 119; N = 6,044). Complementing other reviews, we also examine a range of moderators and the impact of biases that could artificially inflate effect sizes. Results suggested interventions were generally effective in reducing employee distress, yielding small to moderate effects that were sustained at last follow-up. Effects were moderated by the type of contemplative intervention offered and the type of control group utilized. We also found evidence of publication bias, which is likely inflating estimated effects. Uncontrolled single-sample studies were more affected by bias than were large or randomized controlled trial studies. Adjustments for publication bias lowered overall effects. Overall, our review supports the effectiveness of contemplative interventions in reducing employee distress, but there is a need for proactive strategies to mitigate artificially inflated effect sizes to avoid the misapplication of contemplative interventions in work settings.


Assuntos
Meditação/métodos , Atenção Plena/métodos , Estresse Ocupacional/terapia , Local de Trabalho/psicologia , Humanos , Viés de Publicação , Ensaios Clínicos Controlados Aleatórios como Assunto
6.
Front Psychol ; 8: 1707, 2017.
Artigo em Inglês | MEDLINE | ID: mdl-29066986

RESUMO

Preliminary studies of strength-based parenting (SBP), a style of parenting that seeks to build strengths knowledge and strengths use in one's child, have reported benefits such as higher life satisfaction, subjective wellbeing, and positive emotions together with lower stress in children and teens. Two proximal mediators conveying these effects have been identified: teen's own use of strengths and strength-based coping, along with a small moderating effect of growth mindsets relating to strengths. The current study tests the potential mediating effect of self-efficacy, a sense of agency in life, in the relationship between SBP and mental health (wellbeing and illbeing) in teens. Self efficacy has been linked to wellbeing and strengths processes in past studies and is classed as a basic human need and form of eudaimonic happiness. This study reconfirmed the adaptive benefits of SBP in a large sample of Australian adolescents (N = 11,368; 59% male; Mage = 14.04, SDage = 1.99) sourced from 28 schools. Using structural equation modeling, SBP significantly and directly predicted higher happiness and lower depression, with direct effects falling into the 85th and 95th percentile of meta-analytically derived individual differences effect sizes. In addition, self-efficacy was a significant partial mediator, accounting for 40.0% of the total effect on happiness and 52.7% of the total effect on distress. Self-efficacy was also a full mediator in the case of anxiety, with a strong indirect effect. Results suggest that building strengths in teens can also build self-efficacy, and given the large effect sizes, that SBP is a promising leverage point for increasing teen wellbeing.

SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA