Sleep in a pandemic: Implications of COVID-19 for sleep through the lens of the 3P model of insomnia.

2021 ◽  
Author(s):  
Rebecca C. Cox ◽  
Bunmi O. Olatunji
Keyword(s):  
3P Model

Students’ ‘approach to develop’ in holistic competency: an adaption of the 3P model

2019 ◽  
Vol 40 (5) ◽  
pp. 622-642 ◽  
Author(s):  
Cecilia K. Y. Chan ◽  
Nai Chi Jonathan Yeung
Keyword(s):  
3P Model

Sleep and Cancer

2021 ◽  
pp. 291-297
Author(s):  
Amy E. Lowery-Allison ◽  
E. Devon Eldridge-Smith
Keyword(s):  
Circadian Rhythm ◽  
Sleep Apnea ◽  
Sleep Disorders ◽  
Cancer Care ◽  
Empirical Support ◽  
Special Consideration ◽  
Chronic Insomnia ◽  
Barriers To Treatment ◽  
Special Groups ◽  
3P Model

Sleep disorders are common, yet underdiagnosed, in cancer care. This chapter focuses on three of the most prevalent disorders: sleep apnea, circadian rhythm disruption, and insomnia, with insomnia being the main focus. Causes and consequences are discussed through the lens of Spielman’s 3P model of chronic insomnia. The chapter discusses the challenges of screening and diagnosing sleep disorders in cancer and gives recommendations for establishing and improving these practices. It also reviews interventions used to treat insomnia and the varying degrees of empirical support that currently exist. Finally, the chapter discusses barriers to treatment and special groups of individuals that require special consideration.

The 3P model for creating sustainable educational reform: an epilogue to the special issue

2020 ◽  
Vol 58 (5) ◽  
pp. 571-584
Author(s):  
Thomas Peter Gumpel ◽  
Judah Koller ◽  
Naomi Weintraub ◽  
Shirli Werner ◽  
Vered Wiesenthal
Keyword(s):  
Inclusive Education ◽  
Educational Administration ◽  
Medical Model ◽  
Special Issue ◽  
Policy And Practice ◽  
Content Type ◽  
Global Trends ◽  
Global Movement ◽  
Inclusive Policy ◽  
3P Model

PurposeThis article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.Design/methodology/approachThis article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.FindingsThe authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.Research limitations/implicationsThe authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.Practical implicationsUnderstanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.Originality/valueThis article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

scholarly journals 0268 Development of an Integrated Model of Sleep Deprivation in Adolescence

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A102-A102
Author(s):  
M Kwon ◽  
E Park ◽  
J A Livingston ◽  
G E Dean ◽  
D S Suzanne
Keyword(s):  
Theory Of Planned Behavior ◽  
Sleep Deprivation ◽  
Planned Behavior ◽  
Process Model ◽  
Current Model ◽  
Integrated Model ◽  
Dual Systems ◽  
Sleep Health ◽  
Systems Model ◽  
3P Model

Abstract Introduction Sleep deprivation is a consistently and widely concerning problem among adolescents. Although a few models have been proposed to explain the relationships and pathways through which factors influence sleep in adolescents, there are lack of theoretical models that apply both biological and behavioral factors that contribute to sleep deprivation across the trajectory of adolescent development. The current study proposes an integrated model that draws upon constructs from several influential theories with an aim to re-conceptualize factors associated with sleep deprivation as a chronic and cyclic problem that emerges from biological and behavioral changes in youth. Methods The Two Process Model of Sleep Regulation, Spielman’s 3p model, the theory of planned behavior, dual systems model, and sleep health framework are used to develop an integrated model of factors that lead to sleep deprivation in adolescents. Results The resulting integrated model highlights the importance of adolescent’s inherent nature of delayed sleep phase at pubertal onset (two process model); increased reward-seeking that precedes the structural maturation of their cognitive control and emotions (dual systems model); and their attitudes/perceptions towards sleep (theory of planned behavior), which is often geared toward not prioritizing sleep. Sleep health framework adequately frames the pattern of sleep-wakefulness in adolescents using a multidimensional approach of sleep. Moreover, the new model presents contextual factors (Spielman’s 3p model) and the way that these constructs interact in order to maintain a vicious cycle of insufficient sleep which leads to chronic sleep deprivation. Conclusion The current model portrays a wide-ranging view of mechanisms underlying sleep deprivation among adolescence by integrating both biological and behavioral aspects. The model is proposed to encourage researchers to explore these conceptual elements of biological and neurobiological changes, and behavioral problems in order to operationalize relevant measures to relate the concepts to sleep deprivation and subsequent health outcomes in adolescents. Support None

scholarly journals Learning approaches and studies of effect of environmental factors

2009 ◽  
Vol 41 (1) ◽  
pp. 25-44 ◽  
Author(s):  
Snezana Mirkov
Keyword(s):  
Learning Strategies ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Research Findings ◽  
Different Cultures ◽  
3P Model

There is a presentation of 3P model of learning (Presage-Process-Product), which comprises learning approaches placed in a wider context of the set of variables related to personality, environment, process and outcomes of learning. Three approaches to learning - surface, deep and achievement-oriented - consist of motives and the corresponding learning strategies. There is a discussion of the findings and implications of a great deal of research using the instruments based on this model. We analyzed research findings about the effect of instruction on learning approaches acquired by pupils, and especially students. It is shown how based on learning approach employed by pupils it is possible to draw conclusions about the quality of instruction. Testing the instruments on various samples indicates that the model is applicable in different cultures. Cross-cultural research opened up the problem of relation between memorising and understanding. Further research is necessary, both empirical and theoretical, that is, development of conceptualization of these constructs, and especially their role in education. Perspectives for further research also open up in the direction of studying various factors connected with personality and their relations with learning approaches. The role of learning approaches of teachers in developing the learning approaches of pupils is yet to be examined.

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